Empowering hearing‐impaired students: A mobile learning intervention in Israeli Arab elementary education

This study evaluates an intervention program that uses mobile learning, designed for Israeli Arab hearing‐impaired elementary school students, focused on language and mathematics. Participants included 23 hearing‐impaired students, 39 teachers, and 46 parents. The evaluation combined quantitative an...

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Bibliographic Details
Published in:Journal of research in special educational needs 2024-10, Vol.24 (4), p.1093-1104
Main Authors: Vasel, Haneen, Ragonis, Noa
Format: Article
Language:English
Subjects:
Audibility
Classrooms
Elementary education
Elementary schools
Empowerment
hearing impairment
Hearing loss
Inequality
Intervention
language development
Learning
learning disabilities
learning mathematics
Mapping
Mathematics
mobile learning
Online instruction
Qualitative research
Special education
Students
Students with disabilities
Teachers
Teaching
technology‐based learning
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Summary:This study evaluates an intervention program that uses mobile learning, designed for Israeli Arab hearing‐impaired elementary school students, focused on language and mathematics. Participants included 23 hearing‐impaired students, 39 teachers, and 46 parents. The evaluation combined quantitative and qualitative methods, using questionnaires, knowledge mapping, observations, individual semi‐structured interviews, and focus group discussions. Findings revealed: (1) integrating mobile learning promoted learning enjoyment of learning, and satisfaction with program implementation; (2) content knowledge development contributed to mathematical knowledge and all language components except grammar; (3) inequality among students persisted since only hearing‐impaired students benefited from the program, leading to another kind of inequality; (4) teachers coped with various challenges: lack of technological skills, need for differential teaching for different populations in the classroom, and general lack of attention in the classroom when using apps with audible instructions and (5) parents have vital role in implementing new learning approaches for special needs students.
ISSN:1471-3802
1471-3802
DOI:10.1111/1471-3802.12697