Challenges Faced by Hearing Impairment Students During COVID-19
Social distancing and other protocols required during the COVID-19 pandemic have been particularly difficult for students who are disabled, especially hearing impairments students. During the Covid-19, many disabled students were impacted physically, mentally and their interactions may have been hindered. That could be one of the barriers for full and active participation in society during the Covid- 19. Therefore, this study aims to discover the challenges faced by hearing impairment students how it affects the communication and mainstreaming process. The data was collected from ten hearing impairments students and analysed qualitatively. The participants were aged between 19-22 and currently studying foundation programme in culinary arts in a skill transformation center. The participants were interviewed using impromptu interview questions via WhatsApp, which lasted about ten minutes for each participant. The findings show that there were four challenges faced by the hearing impairment students; hearing devices, disruption to comprehend the lesson, not familiar with the online devices and emotionally affected during online classes. The findings further reveal that the hearing impairment students hampered their social interactions skills towards others during the pandemic. It is hoped the findings would be useful for academicians, counsellors, doctors and other job professions to explore further research on hearing impairments and the framing of methodology to assist the hearing impairments in engaging with the society during the pandemic.
Abd. Rahim Talib. (2006). Introduction childhood education learning. Kuala Lumpur. MeteorDoc. PT. Ltd.
Abu Bakar Nordin & Ikhsan Othman. (2003). Education philosophy and curriculum. Kuala Lumpur. Quantum Books.
Burden of Disease. (2002). Data sources, methods and results. GPE Discussion Paper. Children’s Disability Report, No. 54. 2003. World Health Organisation, Geneva.
Chung, E., Subramaniam,G. &Christ,D.L. (2020). Online Learning Readiness Among University Students in Malaysia Amidst Covid-19. Asian Journal of University Education, 16(2), 47-58.
Chua, T. T. & Kohm, B, B. (1992). Special education and rehabilitation. Kuala Lumpur. Oxford University Press.
Creswell, J. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.) SAGE Publications, Inc.
Devaraj,S. & Samsilah Roslan. (2006). Apa itu disleksia. Kuala Lumpur. PTS Professional Publishing Sdn. Bhd.
Disability Statistics Annual Report. (2017). Rehabilitation research and training center on disability statistics and demographics,Institute on Disability/UCED, University of New Hampshire
Doyle. (2002). Cyberpsychology and behavior. Retrieved 05 August, 2020, from http://www.columbia.edu/~jc3700/pubs/cook,doyle(2002).pdf
Garciulo. (2003). Curriculum access for students with low-incidence disabilities. Retrieved 05 August, 2020 from http://aem.cast.org/about/publications/2005/ncac-curriculum-access-low-incidence-udl.html
Garciulo,R.M .(2003). Special education in contemporary society: An introduction to exceptionality. United State. Wadsworth Thomson Learning.
Hajah Hasnah & Hjh Aishah Hj Udin. Jaafar .(1992). Guidance exceptional children. Kuala Lumpur: DBP / Ministry of Education Malaysia.
Hajah Hasnah Udin. (1988). Guidance exceptional children. Kuala Lumpur. Oxford University Press.
Jamila Mohamed K.A. (2005). Special Education for Students with Special Needs. Kuala Lumpur. PTS Publiction & Distributions Sdn. Ltd.
Islam, M. Rezaul. (2015). Rights of the People with Disabilities and Social Exclusion in Malaysia. International Journal of Social Science and Humanity 5(3), 299-305.
Li, Moore & Dennis. (1998). Acceptance of disability and its correlates. Journal of Social Psychology, 138 (1), 13-26.
Meadow, P. K., & Trybus, J. R. (1985). Behavioural and emotional problems of deaf children: An overview. In L. J. Bradford & W. G. Hardy (Eds.), Hearing and hearing impairment (pp. 395-415). New York: Grune & Stratton.
Melanie, D. (2002). Mainstreaming the student who is Deaf or hard-of-hearing. Director of CCHAT Center, San Diego.
Menon, S. (2019). Plans for special needs students. The Star. https://www.thestar.com.my/news/education/2019/01/06/plans-for-special-needs-students/
Messe (2001). HBS1103 Identity Module Childhood Education Learning. Open University Malaysia.
Mohd. Salleh Lebar. (1999). problems of teaching and learning special needs children in the hearing. Serdang. Prince University of Malaysia.
Mohd. Sharani Ahmad. (2004). Managing difficult children learn. Kuala Lumpur. PTS Publications & Distributors Sdn. Ltd.
Prado, D. F. (1991). A guide and handbooks for parents of mentally retarded children. Illinois. Charles C Thompson.
Rayyan Rafidi. (2020). Special needs students face hurdles in e-learning. New Straits Times. https://www.nst.com.my/education/2020/05/590453/special-needs-students-face-hurdles-e-learning
Ramayah, B. & Sreedharam, R. K. (2020). Voting experiences of visual impaired citizens during polling day in Malaysia. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(7), 1 - 6.
Ross. (1993). Identity module hbs1103 childhood education learning. Open University Malaysia.
Truman, H. S. (2011). Management study of communication skills. Journal of Human Resource, 1(3), 11-32.
Safe & Kassim Mohamad Abd. Majid .(2003). Care and early childhood education (Form 4). Selangor. Level Mega (M) Sdn. Ltd.
Salt, A.N & Hirose.K. (2018). Communication pathways to and from the inner ear and their contributions to drug delivery, Hearing Research, 1(2), 1-2.
Yusmarhaini Yusof, Cheong,C.C,. Azlin Hilma Hillaluddin, Fatimah Zailly Ahmad Ramli & Zarina Mat Saad. (2019). Improving inclusion of students with disabilities In Malaysian higher education, Disability & Society, 1-26.