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Group 5 - Als630 - Literature Review 1
Group 5 - Als630 - Literature Review 1
Group 5 - Als630 - Literature Review 1
NAME STUDENT ID
CLASS
LG2405C
LECTURER
DR RADZI
Research Title:
"Breaking Down the Walls: How Communication Barriers Devastate the Deaf Community's
Prospects in Education and Employment"
Research Objectives:
The study aims to identify specific challenges faced by the deaf population in accessing
education and securing employment, exploring the root causes of communication barriers, and
proposing effective strategies and solutions to mitigate these challenges.
Research Questions:
1) How do communication barriers manifest in educational settings for the Deaf community,
and what impact do they have on academic achievement?
2) In what ways do communication barriers hinder career prospects for individuals within
the Deaf community, and what are the associated challenges in employment?
3) How effective are current policies and initiatives in promoting inclusive communication
and addressing the needs of the Deaf community in education and employment?
4) What are the experiences and perspectives of educators, employers, and colleagues
regarding communication barriers faced by the Deaf community, and how do these
perspectives influence the overall inclusivity of educational and workplace
environments?
1
TABLE OF CONTENT
1. 1.0 INTRODUCTION 3
2
INTRODUCTION
The barriers faced by the Deaf community in accessing quality education and equitable
employment opportunities remain persistent challenges, deeply rooted in communication hurdles
that often lead to detrimental consequences. This literature review seeks to unravel the intricate
web of communication barriers that impede the Deaf population's educational achievements and
career advancements.
At its core, this review aims to delve into the multifaceted challenges encountered by the
Deaf community, delineating the profound impacts of these communication barriers on their
academic pursuits and professional trajectories. By addressing specific research objectives, this
study aims to uncover the underlying causes of these barriers while offering effective strategies
and solutions to mitigate their profound effects.
Central to this exploration are the research questions designed to dissect the multifaceted
nature of communication barriers. These questions scrutinise the manifestations of these barriers
within educational settings and their consequential impacts on academic achievement.
Additionally, they delve into the intricate challenges hindering career prospects and employment
opportunities for individuals within the Deaf community.
Moreover, this review endeavours to evaluate the effectiveness of existing policies and
initiatives designed to promote inclusive communication and cater to the unique needs of the
Deaf community in educational and professional spheres. It also aims to capture the diverse
experiences and perspectives of educators, employers, and colleagues concerning
communication barriers faced by the Deaf population, recognizing their influence on the overall
inclusivity of educational and workplace environments.
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2.0 BODY PARAGRAPH
This comprehensive review examines the diverse challenges faced by deaf and
hearing-impaired individuals across various educational contexts. The experiences of three
children, confined to separate classrooms within a gated community, underscore the limitations
on their communication and socialisation opportunities, despite the intended advantages of
specialist teacher support (Khairuddin et al., 2018). Subsequently, the study explores the
inadequate training of teachers in deaf language in Eswatini's special needs high school,
shedding light on the adverse impact on students' communication skills and overall academic
performance (Ntinda et al., 2019).
The barriers faced by individuals with disabilities (IWDs) in education and employment
are addressed, encompassing limited access to online courses, discriminatory admission
practices, and challenges posed by inadequate infrastructure (Mukhopadhyay and Moswela,
2019). DHH adults face disparities compared to the general population, exhibiting lower rates of
entrepreneurship and higher rates of unemployment or disability leave, coupled with
significantly lower educational attainment (Dammeyer et al., 2019). Chhetri's emphasis on the
link between basic English skills and advocating for Deaf New Americans underscores the
challenges stemming from limited education access in both their home country and the United
States (Mangal & Masuku, 2020).
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The impact of a lacking visual environment in the classroom on learning, coupled with
difficulties in understanding the teacher's language, demonstrates the intricate challenges faced
by students (Poelane et al., 2020). Parents' concerns about teachers lacking sign language
proficiency and the preference for real classrooms for d/Dhh students further highlight the
importance of interaction, communication, and individualised attention compared to distance
education (Alqraini et al., 2021).
The study reveals the pervasive issue of audism, creating barriers to employment for deaf
individuals and negatively impacting self-confidence due to low teacher expectations
(O’Connell, 2021). Effective communication between hearing and Deaf individuals relies on
positive attitudes and long-term engagement, necessitating increased advocacy and workplace
accommodations (Niebla, 2021). The exploration of varied understanding of basic sign language
among hearing individuals, the impact of learning environments on Deaf individuals' sign
language skills, and employers' perspectives on employment barriers further contributes to the
nuanced understanding of the challenges faced by the deaf community (Niebla, 2021).
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2.2 HOW COMMUNICATION BARRIERS HINDER CAREER PROSPECTS FOR
INDIVIDUALS WITHIN THE DEAF COMMUNITY, AND THE ASSOCIATED
CHALLENGES IN EMPLOYMENT (FAT)
Connell (2021) highlighted how stereotypes severely affect the employment decisions
related to Deaf individuals, portraying them as incompetent and incapable. These prejudiced
beliefs influence hiring choices, contributing to discriminatory practices based on
misconceptions rather than capabilities. Other than that, Perkins-Dock et al. (2020) identified
specific barriers faced by Deaf individuals in employment settings, categorising these obstacles
into communication difficulties, discrimination, educational requirements, employer
expectations, and a lack of knowledge about deafness among employers. This study emphasised
the variety of challenges that Deaf individuals confront when seeking and maintaining
employment.
Bai & Bruno (2020) revealed a crucial issue concerning inadequate knowledge of ASL
and Deaf culture among hearing social workers, leading to communication breakdowns and
isolation among Deaf individuals. This lack of understanding results in subpar service delivery
and burdens the lives of Deaf clients. Furthermore, Rabeatul Husna et al. (2021) and Selvi
Narayanan (2019) collectively reinforced the prevailing communication barriers experienced by
Deaf individuals in the workplace. These barriers not only hinder effective communication but
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also contribute to higher unemployment rates and lower labour force participation among
disabled individuals, including the Deaf community.
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2.3 EFFECTIVENESS OF CURRENT POLICIES AND INITIATIVES IN PROMOTING
INCLUSIVE COMMUNICATION AND ADDRESSING THE NEEDS OF THE DEAF
COMMUNITY IN EDUCATION AND EMPLOYMENT
The literature spanning the past decade sheds light on the persistent challenges faced by
the Deaf community in education and employment, revealing a complex landscape of barriers
and opportunities. Initiatives to enhance inclusive communication for Deaf learners in Malaysian
schools have made strides, with increased availability of audiological technology (Khairuddin et
al., 2018). However, the effectiveness of these measures is hindered by poor maintenance of
assistive devices and a lack of comprehensive school policies promoting effective
communication strategies such as sign language and noise reduction. The COVID-19 pandemic
further unveiled disparities in distance education support for Deaf and hard-of-hearing students
in Saudi Arabia, emphasising the critical need for motivational teacher engagement and
continuous parental involvement (Alqraini & Alasim, 2021). The exploration of teachers'
experiences in a special needs school highlighted a concerning gap in mainstream curriculum
adaptation for Deaf and hard-of-hearing students, indicating a necessity for tailored approaches
in the educational framework (Ntinda et al., 2019).
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comprehensive legislation covering a broader spectrum of disability issues (Mukhopadhyay &
Moswela, 2019).
In summary, while there have been noteworthy strides, the literature suggests that current
policies and initiatives fall short in fully addressing the diverse needs of the Deaf community in
both education and employment contexts (Khairuddin et al., 2018; Alqraini & Alasim, 2021;
Ntinda et al., 2019; Chovaz et al., 2022; O'Connell, 2021; Niebla, 2021; Abbas et al., 2019;
Mukhopadhyay & Moswela, 2019). Substantial gaps remain, necessitating a more
comprehensive and nuanced approach to foster true inclusivity and equal opportunities for the
Deaf community.
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2.4 EXPERIENCES AND PERSPECTIVES OF EDUCATORS, EMPLOYERS, AND
COLLEAGUES REGARDING COMMUNICATION BARRIERS FACED BY THE DEAF
COMMUNITY, AND HOW THESE PERSPECTIVES INFLUENCE THE OVERALL
INCLUSIVITY OF EDUCATIONAL AND WORKPLACE ENVIRONMENTS.
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Educators play a pivotal role in creating inclusive learning environments. Studies reveal
diverse perspectives among educators regarding Deaf students' needs. While some educators
actively support accommodations and employ inclusive teaching methods, others lack awareness
or resources to address communication barriers effectively. Factors influencing educators'
perspectives include training, exposure to Deaf culture, and institutional support. Beyond
communication issues, Faisl (2021) also underlined the hardships of deaf students in remote
education. Access difficulties and educational gaps between pupils and instructors are other
obstacles. Desalegn & Worku (2019) discussed the difficulties associated with teacher
motivation in accommodating hearing-impaired students. The unwillingness to update teaching
techniques and attend training stymies the implementation of adaptable curriculum,
compromising the quality of education for Deaf pupils. According to Poelane et al. (2020), the
importance of understanding of South African Sign Language (SASL) for the Department of
Basic Education (DBE) in supporting Deaf learners. Teachers' lack of signing proficiency
remains a significant barrier to supporting good education for Deaf pupils. Based on Michael's
(2022) study, which included two individuals, Chhetri and Hayma, revealed the harmful impact
of insufficient interpretation help on academic achievement, including punitive measures owing
to communication problems. These accounts highlight the significant obstacles to schooling that
Deaf immigrants must overcome.
Based on prior research, we may conclude that the experiences and viewpoints of
teachers, employers, and coworkers have a big impact on how inclusive schools and workplaces
are for the Deaf population. Achieving truly inclusive environments requires addressing
discriminatory attitudes and communication hurdles, offering sufficient training, promoting
cultural awareness, and putting in place customised accommodations.
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3.0 CONCLUSION
The study's breadth covered the experiences and perspectives of educators, employers,
and colleagues, highlighting the intricate factors influencing inclusivity in educational and
workplace environments. The findings underscore the pervasive impact of institutional failures
on Deaf New Americans' ability to master English and secure gainful employment. The barriers
faced by teachers of the deaf, such as gaps in professional competencies and variations in sign
language, further emphasise the need for comprehensive educational reforms.
The exploration of Deaf participants' lived experiences reveals the profound influence of
various systems, from family and education to postsecondary education and employment
settings. Discriminatory behaviours were identified in these systems, necessitating a broader
understanding of the challenges faced by the Deaf community.
In conclusion, this research serves as a springboard for further exploration, advocating for
the rights and well-being of the deaf and hearing-impaired communities. It emphasises the
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critical role of accessible family communication, language acquisition, meaningful educational
experiences, and collaboration with the Deaf community. Moving forward, the recommendations
call for continuous efforts to bridge the communication gap, raise awareness, and foster
inclusivity in various spheres of life, thereby creating a more equitable and supportive
environment for the Deaf community.
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4.0 REFERENCES
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