VALUES AND CHALLENGES OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH HEARING IMPAIRMENT IN OPTIMIZING E- LEARNING IN ENUGU.

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1 VALUES AND CHALLENGES OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH HEARING IMPAIRMENT IN OPTIMIZING E- LEARNING IN ENUGU. L.T. Ugwuanyi, & N. O. Obiyo Department of Educational Founcations University of Nigeria, Nsukka Abstract This paper examined values and challenges of assistive technology for students with hearing impairment in Enugu. Three research questions were formulated for the study and a sample of 60 students from government secondary school for the deaf was used for the study. A questionnaire called Assistive Technology for Students with Hearing Impairment (ATSHI) were constructed by the researchers to collect vital data from the students. The data collected were analyzed through the use of frequencies, percentages, mean and standard deviation. The major findings of the study showed that the assistive technology facilitate communication and enhance e-learning abilities for students with hearing impairment in Enugu. Introduction Welcome changes are taking place in the area of electronic industry due to its enormous growth in knowledge and technology. The advances made in accessing information through the use of e- learning vividly explain the above assertion. E- Learning according to Glen (2005) is a process of integrating assistive technology (AT) into teaching and learning process using materials delivered on the internet. Teaching and learning in this way requires that the learner must have adequate functional hearing and vision. Students with hearing impairment, who due to accident or disease were born with hearing defects, though some of the students may have residual hearing, it may not be enough to help them to participate actively in e- learning activities without the use of AT (specially modified devices that assist students with hearing impairment in learning). These students may find it difficult to participate actively in e- learning class without the use of AT. These students are now able to learn, interact with others, receive and send information through AT. The AT has steadily improved in its fidelity and convenience in tapping the residual

2 abilities and faculties of students with hearing impairment (SHI) especially in e - learning. According to Davis & Hardick (1986), it was through enormous growth in electronics industry that assistive communication and alerting devices were developed and their fidelity and convenience steadily improved the students communicative contact with others. AT according to Cury (2002) is any item, piece of equipment or system whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of a child with disabilities. In the same line of thought, Ntukidem & Ashi (2009) perceived AT as devices that are used by individuals with disabilities to perform functions that might otherwise be very difficult or impossible. In view of the above assertions, therefore AT is particularly important for SHI, who must hear to enable them, perform well in schools and interact with others wherever they find themselves. The use of residual hearing in view of Davis & Hardick (1986) could now be enhanced by amplification and the use of vision though still important, to receive speech, is no longer the primary means through which speech could be processed by SHI. AT has the capability of helping the majority of the students with hearing impairment to receive and process language well enough to interact with others globally through e- learning. Zelski & Zelski (1985a) acknowledged that AT is needed not only to help students with hearing impairment to process information, reduce social isolation, foster independent travel, self worth and improve their overall quality of life but help them to participate actively in e- learning. AT in the context of this study is any devices that are specifically modified to suit the individual needs of students with hearing impairment which will of course help them learn with ease, maintain communicative contact with others and keep abreast of what is happening within and around their immediate environment. Take for example; voice recognition software helps students with hearing impairment to open up the world of people for them. Acknowledging the above view, Abulubo (2002) concurred that AT helps to enhance students self discovery and motivate them in schools. Vaughn and Lightfoot (1987) noted earlier that speech language and voice therapy software make the students with hearing impairment become independent in their environment not withdrawn and isolated from the society and dependent on others for their daily living activities through assisting them technologically. This implies that students with hearing impairment must be encouraged to interact with normal hearing people and to be in control of their lives through e- learning activities.

3 According to Adedapo, Nwosu & Ibitoye (2009) deaf net computers help deaf individuals to communicate through internet. The authors added that captioned video and television help to improve the students vocabulary and reading comprehension, and promote deeper understanding of what is taught in the classroom. Captioning is the additions of text to a visual display, where the words that are spoken are seen as text on the screen. Salawu (2001) discovered that video compact disc is an audio visual aid that combines the senses of sight and sound to transmit information in form of sound and image to be displayed on the screen of cathode ray tube. Through the computer software, the sound and image could be copied into a disc and played back through a disc player and the message is received. The advantage of video compact disc is that the (SHI) can learn at their own pace and at their convenient time in their various homes and classrooms alone. A research study conducted by Adedapo et al (2009) on the influence of video compact disc on teaching learners with hearing impairment spelling mistakes in Oyo, showed that video compact disc instructional strategy enhances good performance of learners taught spelling mistakes. Writing on AT Yakubu (2009) informs that AT enables children with special needs to overcome the barriers to learning by providing alternative or additional methods of communicating with the learning processes. Take for instance, television caption decoders also known as telecaptioners permit a transcript version of conversation to be seen on a television screen, telecommunication devices for the deaf (TDDs), which use keyboard and allows hard copy printouts of incoming and outgoing messages and alerting devices such as doorbell lights, or loud doorbells, alarm clock bed vibrators or wake- up alarms are all used to increase communicative abilities of hearing impaired persons. The alerting devices also known as assistive listening devices (ALD) make use of flashing lights to alert persons with hearing impairment of incoming information. The latest device is the use of mobile phones that provides SHI the opportunity to send and receive information through text messages among themselves and others. The use of mobile phones is a part of e- learning as many of the students can browse and become internet connected. This type of learning offers flexibility to SHI in terms of time and space, as learners can learn alone, anywhere, anytime, and can also access educational program in a classroom setting through e- learning. The students involved may use Personal Frequency Modulation (FM) to access vital information (The speaker wears a microphone and the user has a receiver). It can be used in

4 conferences, classroom lectures, and restaurants and in large areas as in theatres and museums. To use for e- learning, infrared systems can be added to it. It is a personal listening device, where the sound is transmitted using infrared waves (Anjali, 2010). A text telephone (TT) can make this to be functional. Persons with hearing impairment can use it to communicate with others on the telephones through written messages. It looks like small typewriters and come with an LCD screen and a cradle for the telephone. To be useful, the person on the other end must also have a TT. There is a national relay system that the person with hearing impairment can use to call anyone who does not have a TT (Assistive Technologies for Hearing Impaired Students, 2007). In the latest advance, the user does not have to go through a relay system to get the captions, but can dial the number directly (Anjali, 2010). In another development, education and training can take place with the use of online resources such as video, audio materials and text delivered real time in an asynchronous mode through closed captioning television and computer software. They translate spoken words into documents (Fennel, 2010). Captioned television programmes create a rich learning environment by allowing SHI to see the words as captions and experience the meaning of the words by watching the images on the television screen. On average, children spend up to three hours a week watching television; students can turn those entertainment hours into learning hours. SHI can improve on their literacy skills by viewing television programmes with captions (National Captioning Institute, 2011). The Institute went on to note that numerous researches have shown that captioned television provides a successful learning environment for SHI and for e- learning activities. They can significantly improve on their reading skills, vocabulary skills and generally improve their communicative abilities. It provides lifelong learning opportunities by making formal learning available at home and also in the school. Nwachukwu (2009) adds that voice synthesizers that change sound to print incorporated into computer system aid learning to SHI. For all these values teachers as well as parents should as much as possible make these assistive technologies available to their children to maximize their potentials, learn properly and most importantly be connected globally. But in spite of these values, these hearing devices may pose a lot of challenges in using and maintaining them. Take for instance, Keller, Holt & Moses (2011), under the auspices of the Federation for Children with Special Needs, found out that, as wonderful as the assistive

5 technologies are, parents and students may not be aware of them and they are not always easy to acquire. It takes expertise and persistence to find the correct devices and figure out ways to pay for them. AT does not become part of a student s special education plan unless parents and the students are knowledgeable about technology and aware of what to do to ensure that AT becomes an integral part of their child s program. Keller et al (2011) found out that AT may be available but choosing the right device to meet an individual s needs requires technical knowledge and in-depth understanding of the individual s functional capabilities. In other words, merely being aware of the AT existence is not enough but the ability to procure and use it. Not only is the selection of a device difficult but the complexity of the equipment and the demands of the hearing impaired, assistive technology can be very expensive. In view of the above, Bergman (1983) asserts that no benefit is obtained if state of art of the assistive devices are available but the users, health and related professionals are not aware of them or do not believe they are clinically beneficial. In another development, Davis & Hardick (1986) acknowledged that these hearing devices are delicate instruments that require careful handling because of their fragile nature. The authors added that these devices are to develop problems because of the type of activities pursued by the users. Werner (1988) in agreement with the assertions above adds that inadequate knowledge of the operation of the devices and the expensive nature of the maintenance poses a lot of challenges to the users. Apart from the expensive nature of the A. T, Adedapo et al (2009) add that captions may be written in a language too difficult for viewers to understand. SHI read at lower level due their limited linguistic input. Yakubu (2009) on the challenges of AT adds that it is time consuming and highly technical to operate. This implies that it requires a high level of training to SHI to adequately operate it. To achieve this goal, total communication expert (Audiologist) and language pathologist should be involved to train SHI on speech reception; auditory training and signs to enable them acquire enough language for optimizing e- learning effectively. The audiologist will also perform the function of fixing these devices, follow it up with speech training and monitoring. Davis & Hardick (1986) reported that some of the AT generates noise arising from the environment which interferes with the users understanding of language spoken to them. Bolchit (2009) reported that some of the AT is very expensive to purchase and require electricity to operate. Students with hearing impairment in Enugu may experience these

6 challenges more because professionals in deaf education to train SHI may not be available, while some may not be affordable to them. Though, no empirical reported data exist on the values and challenges of AT on SHI in Enugu. The purposes of this investigation are to determine the values and challenges of AT to SHI in Enugu and suggest solutions to remedy these challenges. Purpose of the study The purpose of the study is to determine the values of AT to SHI for optimizing e- learning. Further, the study will also ascertain the challenges of using AT to the students for optimizing e- learning and suggested solutions to remedy these challenges. Research Questions The following research questions guided the study: 1. What are the values of AT to SHI for optimizing e- learning in Enugu? 2. What are the challenges of AT to SHI for optimizing e- learning? 3. How can these challenges be remedied to enable SHI optimize e- learning? Method Design of the study Descriptive survey design was employed in this study. This is used in order to determine and describe the existence of the values and challenges of AT being investigated. It was also used to assess students knowledge about the suggested solutions to remedy the challenges of the use of AT to optimize e- learning. Area of the study The study was carried out in Enugu State Secondary School for the Deaf. The area was chosen because the only secondary school for the deaf was located there (Enugu North Local Government Area of Enugu State). Secondly a lot of the students in the school use some of these AT so they are in better position to provide vital data needed for the study. Population of the study The population of this study consisted of all the sixty two (62) senior secondary school students (SS2 & SS3) in the Enugu State secondary school for the deaf (Education Services Department of the Ministry of Education :Enugu, February, 2011). Sample and sampling technique Sixty (60) senior secondary school students (SS2 & SS3) were selected from the two classes (30 from each class). Simple random technique was used to select 30 students from SS2 and SS3 classes out of 62 for the study

7 Instrument for data collection Questionnaire titled Assistive Technology for Students with Hearing Impairment (ATSHI) was used for the study. The instrument was developed by the researchers through extensive review of related literature for the study. The questionnaire contains 30 items which elicited valid data from the subjects on Yes or No basis on the values and challenges of AT. Validation of instrument The instrument was face validated by three experts from Special Education, Educational Psychology and Measurement and Evaluation at the University of Nigeria, Nsukka. Their corrections and inputs helped in the modification of the items of the instrument. Reliability of the instrument To ensure the internal consistency of the instrument, a trial test exercise was carried out with twenty students with hearing impairment in JSS3. Internal consistency reliability coefficient for each of the three clusters was computed using Cronbach Alpha. The internal coefficient of 0.70, 0.72, and 0.67 were obtained. The overall reliability index is 0.69 which shows that the instrument was reliable. Method of data collection The researchers employed and trained two research assistants to help in administering and collection of data from the students. A total of sixty copies of the questionnaire were given to the research assistants to administer and a return rate of 90% was recorded. Method of data analysis The data collected from the respondents were analyzed using descriptive statistics of frequencies and percentages for research questions two while research question three was answered through the use of mean and standard deviation. Any mean above 2.50 is accepted as high value while any mean below 2.50 is regarded as less value Results The results of the study are presented below Research question 1: What are the values of AT for optimizing e- learning by SHI in Enugu?

8 Table 1 Percentage Responses on the Values of AT for Optimizing E-learning by Students. S/N Values F % F % YES NO % 1 AT contributes to your active participation in e- learning 2 AT helps you to browse AT offers SHI to transfer learning through e- learning 4 AT makes SHI interact with others through e- learning AT helps you to become internet connected. 6 AT makes e- learning to become real to SHI. 7 AT facilitate e- learning that leads to academic achievement of SHI. 8 AT makes e- learning easy to SHI AT enables SHI to practice e- learning alone. 10 AT aids SH to concentrate in e- learning class This result on table 1 above shows that students with hearing impairment in Enugu accepted that AT facilitates their participation in e- learning class. This is indicated by the high scores in all the items. Research question 2: What are the challenges of AT to SHI in optimizing e- learning? Table2 Percentage Response on the Challenges of AT in Optimizing E- learning by Students. S/N Values F YES F NO 1 Does inadequate power supply affect the use of AT to optimize e- learning? Can you read captions with understanding?

9 3 Is AT easy to repair for regular participation in e- learning class? Is AT convenient to use for e- learning in a noise free zone? Is AT easy to buy? Does AT come with a guide? Is AT durable? Do you have audiologist in your school? Does environmental noise affect the use of AT. 10 Do you have speech pathologist in your school? From the Table 2 above, all the SHI experienced a lot of challenges in using AT to optimize e- learning in Enugu. The percentage responses of the SHI are high in items 1, (39.65%), 2,(45,75%),3,(37,62%),5,(33,55%.6( 36,60%),7,(40,67%),8,(36,6o%),9,(3 7,63%), and 10,(42,70%) signifying that AT is affected by inadequate power supply, inability to understand captions, difficult to repair, too expensive, no manual guide, fragile, no professionals and environmental noise. However, AT is convenient to use in a noise free zone as is evident on item,4,(40,67%. Research question 3 How can these challenges be remedied for SHI to optimize e- learning? Table 3 Mean Response on Remedies to these Challenges by Students S/N Challenges X STD Decision 1 SHI should be re-oriented on the use of AT Agree 2 Guidelines on the use of AT should be Agree followed with AT. 3 Government should subsidize AT to make Agree them affordable to SHI. 4 There is the need for steady power supply Agree 5 Captions should be written in simple English for easy understanding by SHI Agree

10 6 Special schools for the deaf should engage the services of speech pathologist. 7 Special schools for the deaf should engage the services of an audiologist. 8 Speech training should be followed as soon as AT is fixed on SHI. 9 Low environmental noise should be maintained for effective use of AT for e- earning. 10 Successful use of AT for e- learning requires regular training of SHI. Data presented on table 3 shows that SHI rated high all the suggested solutions to remedy the challenges they encounter in using Agree Agree Agree Agree Agree AT to optimize e- learning. This implies that if the suggested solutions are strictly adhered to, challenges SHI face in using AT to optimize e- learning would be a thing of the past.

11 247 Discussion The analysis as revealed on table 1 on the values of AT to SHI to optimize e- learning in Enugu presents an interesting result. The findings of the study showed that all the SHI in Enugu agree that AT are valuable to them in both communication and effective participation in e- learning. The findings of the study are in line with Aulubo (2002) and Adedapo et al (2009). Abulubo (2002) state that AT enhance self discovery and motivate SHI in schools, while Adedapo (2009) added that deaf net computers help SHI to communicate among themselves and others. The findings on table 2 on the challenges of the use of AT to optimize e- learning showed that SHI experienced a lot of challenges in using AT to optimize e- learning in Enugu. This is in conformity with Adedapo et al (2009), (Bolchit 2009) and Keller et al (2011).For instance, Adedapo et al (2009) reported that captions are written in language too difficult to understand by SHI in Enugu. This is true because SHI have limited linguistic input. Secondly SHI do not hear much and cannot acquire enough vocabulary to enable them read and understand captions for effective participation in e- learning class. Bolchit (2009) also reported that some of the AT is very expensive to afford by students, while Keller et al (2011) concurred that as wonderful as AT are to SHI, they are not always easy to acquire. The authors further added that, it is very difficult to choose the right choice of AT that would benefit the individual needs. The findings of the study is also in line with the earlier reported studies of Davis & Hardick (1986) and Warner(1988), when they concurred that communication and alerting devices are not easy to maintain and that inadequate knowledge of their operation pose a lot of problems to the users. The result on table 3 on the suggested solutions to remedy the challenges experienced by SHI in Enugu showed that all the suggested remedies if strictly adhered to would facilitate active participation of SHI in e- learning process. Conclusion / Recommendation. Assistive technology is one of the most powerful tools that facilitate interaction of students with hearing impairment with others, and to help them to optimize e-learning effectively which in a final analysis result in their academic achievement. It is therefore recommended that all manners of assistive technology for SHI should be subsidized to make them affordable to the students in Enugu. This is because we are at computer age, and as such, everybody must be in the known, and SHI should not be left out because of their inability to hear. Assistive technology therefore, is road that will lead SHI to optimized e-learning References Anjali, E. (2010). Assistive Technology for hearing impaired Retrieved 16 th March Adedapo,Y.A, Nwosu, L.U & Ibitoye,W A (2009). Influence of video compact disc on teaching learners with hearing impairment spelling mistakes. The

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