Volume 6, Issue 190 (3-2025)
J Except Educ 1404, __(190): 90-90 |
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Shekarriz M R, Ahsan R, Ramezani A. Ranking of four strategies for teaching language skills to
children with hearing impairment based on fuzzy analysis
hierarchy process (FAHP). J Except Educ 2025; 6 (190) : 7
URL: http://exceptionaleducation.ir/article-1-2912-en.html
URL: http://exceptionaleducation.ir/article-1-2912-en.html
1- , ahsansoftware@gmail.com
Abstract: (89 Views)
Background & purpose: The present study was conducted with the aim of ranking four language skill
teaching strategies for children with hearing impairments using the Fuzzy Analytical Hierarchy Process
(FAHP) method.
Method: The strategies examined included: 1) storybook teaching, 2) subtitled video teaching, 3) video
teaching with a sign language interpreter, and 4) video teaching combining subtitles and a sign language
interpreter. The statistical sample consisted of 28 male elementary school students aged 6 to 12 with mild
to moderate hearing loss, recruited from two specialized deaf schools in Tehran, and randomly assigned
to four educational groups. Each teaching strategy was implemented for three different stories over 12
sessions across two months for the sample. Data were collected through structured interview forms
(including closed- and open-ended response tests) and direct observation, and subsequently analyzed
using the FAHP model, considering seven criteria: vocabulary comprehension, retelling, meaning analysis,
abstract vocabulary, interaction, memory and focus, and concept clarity.
Results: The results indicated that the "video with interpreter + subtitles" method, achieving the highest
score, was the most effective approach in enhancing language skills, including vocabulary comprehension,
retelling, and concept analysis. The "video with interpreter" method ranked second, the "subtitled video"
method ranked third, and the "storybook" method ranked last.
Conclusion: These findings emphasize the importance of multisensory and technology-based approaches
in teaching language to children with hearing impairments and can serve as a foundation for designing
inclusive, evidence-based educational programs.
teaching strategies for children with hearing impairments using the Fuzzy Analytical Hierarchy Process
(FAHP) method.
Method: The strategies examined included: 1) storybook teaching, 2) subtitled video teaching, 3) video
teaching with a sign language interpreter, and 4) video teaching combining subtitles and a sign language
interpreter. The statistical sample consisted of 28 male elementary school students aged 6 to 12 with mild
to moderate hearing loss, recruited from two specialized deaf schools in Tehran, and randomly assigned
to four educational groups. Each teaching strategy was implemented for three different stories over 12
sessions across two months for the sample. Data were collected through structured interview forms
(including closed- and open-ended response tests) and direct observation, and subsequently analyzed
using the FAHP model, considering seven criteria: vocabulary comprehension, retelling, meaning analysis,
abstract vocabulary, interaction, memory and focus, and concept clarity.
Results: The results indicated that the "video with interpreter + subtitles" method, achieving the highest
score, was the most effective approach in enhancing language skills, including vocabulary comprehension,
retelling, and concept analysis. The "video with interpreter" method ranked second, the "subtitled video"
method ranked third, and the "storybook" method ranked last.
Conclusion: These findings emphasize the importance of multisensory and technology-based approaches
in teaching language to children with hearing impairments and can serve as a foundation for designing
inclusive, evidence-based educational programs.
Article number: 7
Keywords: Educational strategy, language skills, children with hearing impairment, fuzzy analysis hierarchy
process (FAHP)
Type of Study: Original Article |
Subject:
Hearing Impaired
Received: 2025/Aug/Fri | Revised: 2026/May/Mon | Accepted: 2025/Oct/Wed | Published: 2026/Apr/Sat | ePublished: 2026/Apr/Sat
Received: 2025/Aug/Fri | Revised: 2026/May/Mon | Accepted: 2025/Oct/Wed | Published: 2026/Apr/Sat | ePublished: 2026/Apr/Sat
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