The use of computers in education of deaf learners in Kurdistan (Northern Iraq)

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1 The use of computers in education of deaf learners in Kurdistan (Northern Iraq) Dr. Arif Hito Balata/ MD, CAPs. D.G of social care and development Ministry of labor and social affairs-krg Ms. Tanya Jamal Khareeb The manager of deaf school-erbil ICED, Vancouver July 2010

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3 Kurdistan- Iraq Kurdistan is the homeland of Kurdish people who belong to homogenous ethnical group with their own language, history, culture and traditional identity. As an agriculture society, the family in Kurdistan is the most important unit, involving nuclear, compound, joint and extended types of families, in which the relatives stick together and support each other in most events. Despite, there is no exact information about Kurdish population, but social and political reports estimated approximately about 5 million people, distributing on three main governorates Erbil, Sulaimania, and Duhok.

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5 Education for deaf children It is estimated that 0.037% of the general population is deaf. Only 20.31% of deaf children attend schools for the deaf. There are 1890 deaf children of whom attend schools for the deaf. There are 3 schools for deaf children the first was established in The staff in these schools are normal school teachers they have no specialist training or sign language ability.

6 Computers for deaf people using computer is benefit for all disabled categories in the community, because it can give: Information, knowledge and fun in communication. Promote capacity building and scientific skills. Raising creative abilities and re-enforce enforce the cognitive skills. Help to acquire positive strains and styles for normal behavior in the society. It satisfied the hobbies and interest in addition to nice recreational periods.

7 A study of computer competence 4 th grade The study is aimed to determine the importance and the effects of using computers on deaf student for promoting their social activities and school performance. 32 deaf children from the 4th grade The ages of the sample were between years old. Half number attend a computer course and the other half left as a control group. A mixed questionnaire consists of two parts; one for parents and the other for the teachers. All interviews with parents conducted by social workers, while the evaluation of the students were conducted by teachers.

8 Findings Kids did better with computers in all activities and their exams for school performance.

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10 Group A First question: The assimilating level to the lessons. Good Average Bad 10 (62.5%) 4 (25%) 2 (12.5%) 16 (100%) Second question: Active participation of students in the class. Group B 2 (12.5%) 9 (56.25%) 5 (31.25%) 16 (100%) Both group together 12 (37.5%) 13 (40.6%) 7 (21.9%) 32 (100%) Good 10 (62.5%) 2 (12.5%) Average 4 (25%) 8 (50%) Bad 2 (12.5%) 6 (37.5%) 16 (100%) 16(100%) Third question: The presence of extra activities (creative activities). 12 (37.5%) 12 (37.5%) 8 (25%) 32 (100%) Yes Sometimes No 8 (50%) 6 (37.5%) 2 (12.5%) 16(100%) 4 (25%) 5 (31.25%) 7 (43.75%) 16 (100%) 12 (37.5%) 11 (34.4%) 9 (28.1%) 32 (100%)

11 The scores of student from group A higher than group B in computer subject for the 5 th grade in 2009

12 conclusions Till 2006, using computer was concerned as an extra and recreational activities for students. This pilot study revealed that pupils who used computer have better in school performance, active participation in the class and extra activities than those who not use it. The scores of students who used computer was better in all the basic subjects (Kurdish and English languages, mathematics, Sociology, science and religion) than others. Deaf children have the ability to learn computer such as their peers in normal schools. Using computer from the first 3 grades will support and enforce their skills for the second 3 grades.

13 Recommendations 1. All deaf schools must be provided by enough number of computers with well skilled teachers. 2. Establishing a special unit for teaching computer in each deaf school and preparing a suitable hall for this purpose. 3. Involving computer as an obligatory lesson in the curricula for f all grades. 4. Provide the school with special programs for deaf education by b computers, such as E-learning E program. 5. Training the teachers on how to use computer as a tool for teaching and communications. 6. Promote the positive re-enforcement enforcement and the capacity building for both teachers and deaf through variety of psychosocial training courses.

14 Thanks