Description
In deaf education, vision is considered the preferred way to access information and the deaf themselves believe they are visual learners. Visually oriented strategies are at the basis of pedagogical options with this school population. However, the difficulties in the school path of deaf students have been studied and, distance learning in confinement period opened new debates about the challenges for deaf people and teachers in virtual teaching modalities, especially, about what proves to be ineffective in teaching practice. We wanted, initially, to know the beliefs of teachers of deaf students in an increased type of visuality and how this may induce belief and investment in a visual learning style, and other neuromyths related to how the brain learns. The Perception Study between Portuguese and Swedish teachers (n=133) was thus carried out, whose chosen methodology proved pertinent due to the recognized rapprochement between the two countries in the initial period of implementation of deaf education in Portugal. The results between groups coincide in the belief that the deaf have visual enhanced abilities when compared to hearing peers; that they show lag in school progress and that they have more difficulties in maintaining attention and concentration in the classroom. The prevalence of false beliefs is similar across countries, although perceptions of the type of difficulties in deaf schooling differ between contexts. From this first study, we developed a quasi-experimental design with three groups (n=51) of deaf and hearing individuals, with and without fluency in Portuguese Sign Language. Using a videographic stimulus analogous to a distance learning class, the data reveal the correlation between the ineffectiveness of the multimedia material used, levels of substantial fatigue after the task (class) and impairment in performance in a test on the information transmitted. This correlation was verified in two of the three groups of participants, and in the control group there was neither an increase in post-task fatigue nor impairment in the results of the knowledge test. From what was exposed in this thesis, we underline the need to deepen the understanding of the mechanisms of visual cognition and potential to design more effective visually oriented strategies with deaf students. It is also important to know more about the dimensions that may be aggravating the mismatch in the schooling path of this population in e-learning periods, as well as about the possible implications of fatigue in a professional context and in the relationship with the health and psychosocial well-being of the two groups that were most at risk of cognitive overload in our research.Period | 12 Sept 2022 |
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Held at | Faculty of Health Sciences and Nursing |
Degree of Recognition | PhD |
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