Skip to main navigation menu Skip to main content Skip to site footer

Articles/Articoli

Vol. 12 No. 1 (2021): Pedagogia Speciale tra Formazione e Ricerca ai tempi della pandemia

Children with Hearing Disabilities during the Pandemic: Challenges and Perspectives of Inclusion

DOI
https://doi.org/10.3280/ess1-2021oa11871
Submitted
maggio 11, 2021
Published
2021-06-28

Abstract

The COVID-19 has dramatically increased the inequalities of the opportunities to education and health services of the children with disabilities. The data collected from international agencies between 2020 and 2021 demonstrate the danger of further rising the risk of exclusion of children with disabilities especially in developing countries. The marginalization of people with sensory disabilities during the Pandemic have further expanded compared to the pre-Covid situation. The article aims to investigate the barriers that children with hearing disabilities have encountered in accessing socio-educational and rehabilitation services and reflect on the importance of social support flexibly from different local actors. In this perspective, the Center of Attention for Communication, Hearing and Language of the Central American University José Simeón Cañas of El Salvador provides educational and rehabilitation service aimed to children with hearing disabilities transforming their methodologies and practices. Based on this analysis, perspectives of action and research will be envisaged to plan the future starting from the lessons learned.

References

  1. Ainscow M. (2005). Developing inclusive education systems: what are the levers for change?. Journal of Educational Change, 6(2): 109-124. DOI: 10.1007/s10833-005-1298-4.
  2. Aishworiya R. and Kang Y.K. (2020). Including Children with Developmental Disabilities in the Equation during this COVID-19 Pandemic. Journal of Autism and Developmental Disorders, 2: 1-4. DOI: 10.1007/s10803-020-04670-6.
  3. Amor A.M., Hagiwara M., Shogren K.A., Thompson J.R., Verdugo M.A., Burke K.M., Aguayo V. (2018). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23: 1277-1295. DOI: 10.1080/13603116.2018.1445304.
  4. Barnes C. and Sheldon A. (2010). Disability, Politics and Poverty in a majority World Context. Disability and Society, 25(7): 771-782. DOI: 10.1080/09687599.2010.520889.
  5. Barton L. and Armstrong F. (2007). Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education. New York: Springer.
  6. Bernardini M.G. (2018). Soggettività mancanti e disabilità. Per una critica intersezionale all’immagine del soggetto di diritto. Rivista di Filosofia del diritto 7(2): 281-300. DOI: 10.4477/91676.
  7. Blanco Montáñez G. and Moreno-Torres Sánchez I. (2017). Influencia de la educación familiar en el desarrollo lingüístico de niños con implante coclear. In Rodríguez-Martín A. (Ed). Prácticas innovadoras inclusivas: retos y oportunidades. Oviedo: Universidad de Oviedo.
  8. Caarls K., Cebotari V., Karamperidou D., Alban Conto M. C., Zapata J. and Zhou R. Y. (2021). Lifting Barriers to Education During and After COVID-19: Improving education outcomes for migrant and refugee children in Latin America and the Caribbean. Florence: UNICEF Office of Research. Text available at the website https://www.unicef-irc.org/publications/pdf/Lifting-Barriers-to-Education-During-and-After-COVID-19-Improving-education-outcomes-for-migrant-and-refugee-children-in_LAC.pdf (3/05/2021).
  9. Comisión Económica para America Latina y el Caribe and Naciones Unidas para la Educación, la Ciencia y la Cultura (2020). La educación en tiempos de la pandemia de COVID-19. Paris: CEPAL-UNESCO. Text available at the website: https://repositorio.cepal.-org/bitstream/handle/11362/45904/1/S2000510_es.pdf, 30/04/2021.
  10. Conti A. and Cappellini V. (2016). From Logogenia to extensive reading: reflections and proposals for the deaf students and the whole class. Italian Journal of Special Education for Inclusion, 4(1): 137-151. Text available at the website https://ojs.pensamultimedia.it/index.php/sipes/article/view/1796 (24/04/2021).
  11. Conti A., Maggiolini S., Pollice S. and d’Alonzo L. (2019). Bilingual inclusive education program for deaf students at the Barozzi Institute of Milan: findings of the research on socio-emotional condition for native signer students. Italian Journal of Special Education for Inclusion, 7(2): 294-308. DOI: 10.7346/sipes-02-2019-22.
  12. Crenshaw K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6): 1241-1299. DOI: 10.2307/1229039.
  13. Cruz I., Quittner A. L., Marker C., DesJardin J. L. and CDaCI Investigative Team (2013). Identification of Effective Strategies to Promote Language in Deaf Children with cochlear implants. Child Development, 84(2): 543-559. DOI: 10.1111/j.1467-8624.2012.01863.x.
  14. Dainese R. (2020). La rete di relazioni a sostegno della didattica per l’inclusione. Milano: FrancoAngeli.
  15. Edmunds W. J. (2020). Finding a path to reopen schools during the COVID-19 pandemic. The Lancet Child & Adolescent Health, 4: 807-817. DOI: 10.1016/S2352-4642(20)30249-2.
  16. Garland-Thomson R. (2002). Integrating Disability, Transforming Feminist Theory. NWSA Journal, 14(3): 1-32. Text available at the website http://www.jstor.org/stable/4316922 (20/04/2021).
  17. Griffo G. (2018). Il nuovo welfare per la promozione della cittadinanza e dell’inclusione: l’applicazione della Convenzione sui Diritti delle Persone con Disabilità delle Nazioni Unite. In Griffo G., a cura di, Il Nuovo Welfare coerente con i principi della CRPD. L’empowerment e l’inclusione delle persone con disabilità. Lamezia Terme: Comunità Edizioni.
  18. Krishnan I.A., De Mello G., Kok S.A., Sabapathy S.K., Munian S., Ching H.S., Kandasamy P., Ramalingam S., Baskaran S. and Kanan V.N (2020). Challenges Faced by Hearing Impairment Students During COVID-19. Malaysian Journal of Social Sciences and Humanities, 5(8): 106-116. DOI: 10.47405/mjssh.v5i8.472.
  19. Leigh I. V. (2009). A Lens of Deaf Identity. New York: Oxford University Press.
  20. López V. T. and Guillén Gosálbez, C. (2008). Intervención educativa en el alumnado con discapacidad auditiva. Equipo Específico de deficiencia auditiva. Sede de Murcia. Text available at the website: http://diversidad.murciaeduca.es/orientamur2/gestion/documentos/unidad16.pdf. (27/04/2021).
  21. López E. A., Escalante K. Y. E., Reyes R. A. R., Bustamante M. T. C. and Taddei A. (2020). Mediación pedagógica de la familia a la niñez con implante coclear en situación de pandemia. Italian Journal Of Special Education For Inclusion, 8(2): 82-96. DOI: 10.7346/sipes-02-2020-06.
  22. Mantzikos C.N. and Lappa C.S. (2020). Difficulties and Barriers in the Education of Deaf and Hard of Hearing Individuals in the Era of COVID-19. The Case of Greece. A Viewpoint Article. European Journal of Special Education Research, 6(3): 75-95. DOI: 10.46827/ejse.v6i3.3357.
  23. Marschark M., Hauser P. C. (2008). Deaf cognition: Foundations and Outcomes. New York: Oxford University Press.
  24. Marschark M., Tang G., Knoors H. (Eds) (2014). Bilingualism and Bilingual Deaf Education. New York: Oxford University Press.
  25. Sciarretta E. and Greco E. (2020). Promoting educational inclusion through accessible technology and Universal Design for Learning. QTimes, Journal of Education, Technology and Social Studies, XII(4): 192-203. Text available at the website: https://www.researchgate.net/publication/345677181_Promoting_educational_inclusion_through_accessible_technologyand_Universal_Design_for_Learning (29/04/2021).
  26. Taddei A. (2020). Come fenici. Donne con disabilità e vie per l’emancipazione. Milano: FrancoAngeli.
  27. Taddei A. (2020). Educazione inclusiva e cooperazione internazionale. Un intervento in El Salvador. Milano: FrancoAngeli.
  28. Toofaninejad E., Zaraii Zavaraki E., Dawson S., Poquet O. and Sharifi Daramadi P. (2017). Social Media Use for Deaf and Hard of Hearing Students in Educational Settings: a Systematic Review of Literature. Deafness & Education International, 19(3- 4): 144-161.DOI: 10.1080/14643154.2017.1411874.
  29. Umashankar A. and Prabhu P.(2020). Effect of Covid-19 on Individuals with Hearing Impairment in India. Journal of Clinical and Diagnostic Research, 14(8): 1-4. DOI: 10.7860/JCDR/2020/45054.13892.
  30. United Nations (2006). Convention on the Rights of Persons with Disability. New York: UN. Text available at the website: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html (2/05/2021).
  31. United Nations (2015). Transforming our World: The 2030 Agenda for the Sustainable Development Goals. New York: UN. Text available at the website: https://sdgs.un.org/2030agenda (2/05/2021).
  32. United Nations (2020). Policy Brief: Education during the COVID-19 and beyond. New York: UNICEF. Text available at the website https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf (1/05/2021).
  33. United Nations Children’s Fund (2020). Children with Disabilities. Ensuring their Inclusion in COVID-19 Response Strategies and Evidence Generation. New York, UNICEF. Text available at the website https://reliefweb.int/report/world/children-disabilities-ensuring-their-inclusion-covid-19-response-strategies-and, 2/05/2021.
  34. United Nations, Educational, Scientific and Cultural Organization (2021). Supporting Learning Recovery. Paris: UNESCO. One Year into the COVID-19. Text available at the website https://unesdoc.unesco.org/ark:/48223/pf0000376061.
  35. Viner R. M., Russell S. J., Croker H., Packer J., Ward J., Stansfield C. and Booy R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5): 397-404. DOI: 10.1016/S2352-4642(20)30095-X.
  36. Vanormelingen L., De Maeyer S. y Gillis S. (2015). Interaction patterns of mothers of children with different degrees of hearing: Normally hearing children and congenitally hearing-impaired children with a cochlear implant. International Journal of Pediatric Otorhinolaryngology, 79(4): 520-526. DOI: 10.1016/j.ijporl.2015.01.020.
  37. Wang N. Y., Eisenberg L. S., Johnson K. C., Fink N. E., Tobey E. A., Quittner A. L. and CDaCI Investigative Team (2008). Tracking development of speech recognition: longitudinal data from hierarchical assessments in the Childhood Development after Cochlear Implantation Study. Otology & neurotology: official publication of the American Otological Society, American Neurotology Society [and] European Academy of Otology and Neurotology, 29(2): 240-245. DOI: 10.1097/MAO.0b013e3181627a37.
  38. World Health Organization (2001). International Classification of Functioning, Disability and Health. Geneve: WHO.

Metrics

Metrics Loading ...

Most read articles by the same author(s)

1 2 > >>