- Кульбіда, С.В. (orcid.org/0000-0002-0194-3495) (2022) Sign bilingual approach in the practice of special institutions in Ukraine Особлива дитина: навчання і виховання, 3 (107). pp. 7-18. ISSN 2312-2781
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Abstract
Over the past fifteen years, international research on the position of sign bilingualism in deaf education has been growing. Ukrainian researchers of the Sign Language Training Department of the Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences, Canada-Ukraine Alliance, Association of Deaf Teachers, UCOD are involved in a joint research process. The Ukrainian context of analytical intelligence is devoted to the current state of implementation of sign bilingualism in special education of deaf people. There is a movement from the use of a monolingual (oral-spoken approach) to the recognition and application of sign bilingualism positions in the education of the deaf. The aim is to determine learning approaches in the activities of special, inclusive institutions for deaf students, to present the positions of sign bilingualism of managers, sign language teachers of Ukrainian special institutions of in order to increase the dialogue on the topic. Methods – the search methodology of the study was used. Robson (2002) defined exploratory design as a way of finding “what’s going on”, seeking new understanding. The main sources of data included: sixty questionnaires for thirty head teachers, thirty teachers of sign language from thirty special institutions for deaf and hard of hearing children, in-depth interviews with questionnaire participants. Discursive analysis is applied to the empirical material to help the understanding of the new practice of sign language bilingual approach by sign language teachers in recent decades. The results. Analyzed ways to improve the effectiveness of the bilingual approach in special institutions (study of the subject “Ukrainian Sign Language”, professional growth of the sign language teacher at the levels of qualification categories, organization of advanced training courses, improvement of the quality of teaching the subject, improvement of software, provision of educational and methodological literature, proposals for improvement of the quality of study and teaching of the subject “USL”, the presence of an USL office, the presence of teachers from among people with hearing impairments). Conclusions. Positions of sign bilingualism form the prerequisites for changing views, in the organization and operation of special institutions for people with hearing impairments in Ukraine in the context of a renewed understanding of the role, place and meaning of Ukrainian Sign Language alongside the spoken Ukrainian language. Gradual restructuring of the organizational foundations of the professional activity of the sign language teacher, determined by the new formation of the understanding of bilingualism, the development of subject methods, levels of professional competence, the opening of the USL office, etc. And although these are the first steps, they are becoming more open and widespread to the majority of the deaf-pedagogical community, both hearing and deaf pedagogical specialists.
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