Usage Of Sign Language In Developing Science Practical Skills Among The Learners With Hearing Impairment In Inclusive Schools

Abstract

The current research explored the effectiveness of using Indian Sign  Language (ISL) as an instructional medium for developing Science  Practical skills among LwPHI. Methodologically, the research falls under  the mixed-method research paradigm. This study had one group, pretest post-test design and the sample was selected through purposive sampling. The data was collected from 10 Science teachers and 20 LwPHI studying  at the upper primary sage in the Inclusive schools of Delhi, India. The  researcher used interview schedule, rubrics, and Science practical lesson  plans as the tools. The intervention phase was designed to develop the  skills related to 4 important components of science practical i.e.  procedural and manipulative skills, observational skills, drawing skills,  and Interpretive & reporting skills. On analysis of the descriptive  statistics, it was found that there was a mean gain difference of 14.95  between the pre-post test scores and 0.423 in the standard deviation. The  hypothesis testing was done through Wilcoxon signed-rank test statistical  analysis, Z: -3.936, P-value was less than 0.05 (0.000<0.05), indicated that  there was a significant difference in the performance and hence, H0 was  rejected. The qualitative analysis of the rubrics and interview revealed that  the LwPHI not only had limited ability to connect the science content  taught in the classrooms to their daily life but also were less aware of  science as a subject and had many misconceptions. And, due to the  communication gap, this learning gap was widening. The analysis of data  collected after the intervention indicated improved content understanding,  a rise in science vocabulary, and awareness of scientific terminologies.  The finding of this study is in coherence with the preceding researches  and acknowledges that the curriculum objectives are better attained by  learners if they are delivered in the respective learner’s first language.