DeWitt them. Children’s learning begins with experiencing real

DeWitt et
al. (2015)stated that hearing impairedlearners have learning and communication challenges
which is magnifiedduring their attendanceon tertiary institutions.  This may explains below par performance of hearing
impaired learners in schoolperformancemore apparentin language and social
studies subject.The communication gap and comprehension show the biggest hurdle
in their learning process.  Moreover the
use of technology namely information communication technology (ICT) can
facilitate teaching and learning.

     Elshaiekh et al. (2013) stated that deaf
students in schools use traditional ways that is not attractive and don’t
improve child’s intelligence and there’s no specialist teachers to teach this
kind of children and multimedia system project will provide modern ways to
teach and improve child’s intelligence by using computerized games and to be
more attractive by using multimedia like images, videos, animations etc.  It is challenging and stimulating work that
initiates and gives teachers the chance to develop innovative patterns of
classroom practice.

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     Rye &Skjørten (2014) discussed that
conceiving of how young children learn about the world, especially taking into
account the theories of cognitive development of Jean Piaget, it becomes
evident that how to make ‘active learning’ become a reality toseverely
handicapped children is the crucial question. Nowadays ‘active learning’ and
‘child initiated learning’ are known as barometer of an academic technique that
placepupil’s self-activity in the middle of the teaching process.  This shows that effective teaching strategy
includes multimedia and other learning materials for wide interaction.  Recent research and developmental theories
have served to clarify and extend the scientific basis for the importance of
early experience.

     Active learning’ refers to young children’s
needs for concrete or ‘hands-on’ experiences with people and things around
them. Children’s learning begins with experiencing real objects, equipment,
tools and the use of things through actingupon them.

Bartlett et
al. (2105) said that the caveat is that many students do not perform as well as
we would anticipate, and they will continue to need a comprehensive evaluation
in order to develop specific, appropriate academic goals that are unique to
each student. Perhaps an additional concern, such as a specific learning
disability or emotional challenges, interferes with the child’s learning. If
not zero-in to the learners as holistic, and academic, process decisions maydepend
entirely on a learners hearing assessment and communication skills.Parents and stakeholders,
professionals must consider the learners cognition capacity, reasoning skills, preference
of communication, learning habit, and academic potentialif making a decisions.The
learner’ssocial and cultural background must also be looked upon. Several
factors must be considered to raise the level for academic success, and for learners
to achieve their full potential.

     Kazu (2009) talked, that it is very
importanttoeach person to actively join in the teaching-learning process;
starting from the early childhood, the awareness will raise the efficiency of
the learning process in honing the academic success and thus the potential
achievement.The teaching styles have to be determined.  Academic matters should be given by looking
on these differences andconsideration in the teaching-learning processes.To
give best educational experience to an individual,academicprocessmust be identified
beforehand by looking the differences inperception, personality, intelligence and



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