Deaf and Hard of Hearing (DHH) children need to master at least one language (spoken or signed) to reach their full potential. Providing access to a natural sign language supports this goal. Despite evidence that natural sign languages are beneficial to DHH children, many researchers and practitioners advise families to focus exclusively on spoken language. We critique the Pediatrics article ‘Early Sign Language Exposure and Cochlear Implants’ (Geers et al., 2017) as an example of research that makes unsupported claims against the inclusion of natural sign languages. We refute claims that (1) there are harmful effects of sign language and (2) that listening and spoken language are necessary for optimal development of deaf children. While practical challenges remain (and are discussed) for providing a sign language-rich environment, research evidence suggests that such challenges are worth tackling in light of natural sign languages providing a host of benefits for DHH children – especially in the prevention and reduction of language deprivation.
As many as three million school age children between the ages of 5 and 14 years, live with severe to profound hearing loss in Nigeria. Many of these Deaf or Hard of Hearing (DHH) children developed their hearing loss later in life, non-congenitally, hence their parents are hearing. While their teachers in the Deaf schools they attend can often communicate effectively with them in dialects of American Sign Language (ASL), the unofficial sign lingua franca in Nigeria, communication at home with other family members is challenging and sometimes non-existent. This results in adverse social consequences including stigmatization, for the students.With the recent successes of AI in natural language understanding, the goal of automated sign language understanding is becoming more realistic using neural deep learning technologies. To this effect, the proposed project aims at co-designing and developing an ongoing AI-driven two-way sign language interpretation tool that can be deployed in homes, to improve language accessibility and communication between the DHH students and other family members. This ensures inclusive and equitable social interactions and can promote lifelong learning opportunities for them outside of the school environment.
more » « less- Award ID(s):
- 2223507
- PAR ID:
- 10493843
- Publisher / Repository:
- International Joint Conferences on Artificial Intelligence Organization
- Date Published:
- Journal Name:
- International Joint Conferences on Artificial Intelligence
- ISBN:
- 978-1-956792-03-4
- Page Range / eLocation ID:
- 6395 to 6404
- Format(s):
- Medium: X
- Location:
- Macau, SAR China
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.24963/ijcai.2023/710
