The present study investigates the possible relationship between the multimedia (multimodal) learning and the lexical (vocabulary) achievement of the hard of hearing students in the first grade of junior high school in Qom province, Iran. With regard to the fact that we are living in the digital age, or in the technology era, the impact of media or technology on every aspect of our life cannot be disregarded. There is a rich literature on the parts that technology and computer play in our life. Actually we knowing the importance of the computer and technology has raised many crucially important questions such as "Are computers of hindrance or assistance?" The result of the present study on the vocabula there is a difference therefore, meaningful difference, between the effects of multimodal learning and the vocabulary learning of the students. It displayed that teaching vocabulary through multimedia can substantially influence t learning.

Deaf students have different abilities from students who have the ability to hear a lesson at school. Barriers to hear experienced by students with hearing impairment can affect the language, academic, and social skills of deaf students. Deaf students can still obtain information from other senses that are still functioning, such as the senses of sight, touch, taste and smell or of residual hearing that still exist. In the world of education, one way to overcome this obstacle is by making multimedia based learning materials which consider the principles of learning for learners with hearing impairment; a series of development of the elements of audio, visual, and digital technology to facilitate the learning activities of deaf students so that the passion, quality, and achievement of deaf students can be improved.

Deaf students are students who lose the ability to hear. The challenges faced by deaf students at school are the difficulty to obtain learning materials that are suitable with their needs and characteristics. This was a descriptive research, with deaf students on high school level from all Special Schools in Sragen Regency, Central Java as the subjects. Deaf students have unique and different learning styles from the person who has good ability to hear. Technology in education is designed to ease students and teachers in learning and teaching. The use of appropriate learning materials is the basis of the development of education in the future. How far deaf students' interest in multimedia based learning materials is needed to know in order to provide an indicator in the preparation of learning materials that are accessible and meet the characteristics of deaf students. The technology adapted for education will facilitate the delivery of material / knowledge transfer from teacher...

This article provides a story of a teacher's experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Specifically, this study tried to investigate students' engagement in the classroom activities involving multimodal reading materials. In addition, their perceptions toward the use of multimodality were also portrayed. The study was carried out in a special need school. The research was a narrative inquiry study of an English teacher and three hard-of-hearing learners. The material consisted of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes or semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension. Moreover, the...

The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning.

Hearing-impaired students are visual learners. That’s why the visual media selection will be the most appropriate media assistance for teachers, especially in teaching vocabulary. This research aimed to investigate the use of visual media and teacher challenges in developing English vocabulary for hearing-impaired students. This research used a qualitative descriptive approach. The participants of the research were an English teacher and eight hearing-impaired students in the 8th grade of SMPLB N Banjarnegara. The data were obtained through observation, interviews, and students’ self-reports. The researchers found that the teacher used limited visual media at around the combination of a whiteboard, images, picture dictionary, and realia. The teacher used a whiteboard to write and draw the material. Images and picture dictionary were used to give an overview and insight to the students and sign language was used as language instruction in the teaching process. Less practice prono...