Inclusion in Education and Hearing Impairment
Abstract
Throughout history, the education of those who are deaf or hard of hearing has undergone significant changes. In recent times, there is a growing shift towards inclusive education. In recent times, there is a increasing shift towards inclusive education, emphasizing equal opportunities and tailored support for deaf students. This paper provides a bibliometric analysis of the literature on inclusion in deaf education, identifying key trends and areas for further research. The Dimensions database was chosen and data were analyzed using the VOSviewer software tool. Four clusters of most co-occurening word was found. The largest is the green cluster, where the most frequently repeated words are "deaf student," "language," "bilingual education," and "perspective." In the blue cluster, the most prominent nodes are the words "deaf," "sign language," "interview," "class," and "literature." In the red cluster, the most common words are "disability," "community," and "university." The yellow cluster is the smallest and consists of only a few words, where the most common ones are "family," "professional," and "age." Researchers should conduct more studies on how technology can be incorporated into inclusive education for deaf students. It is crucial to focus on creating innovative assistive devices that can improve these students' access to information and their ability to communicate effectively. Future researchers should continue to work in collaboration with individuals with hearing impairment to ensure that their experiences, needs, and perspectives are central to research and development of inclusive practices in education.
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