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All Journal Journal of Disability
Bhanasya shafa Aurelia
Sebelas Maret University
Humanities Education Public Health Social Sciences Other

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LITERATURE REVIEW: USE OF TRANSCRIPTION TECHNOLOGY TO IMPROVE LEARNING ACCESSIBILITY FOR DEAF CHILDREN Bhanasya shafa Aurelia
Journal of Disability Vol 5, No 2 (2025): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v5i2.98941

Abstract

This article is a literature review which aims to explore the use of transcription technology as a means of increasing learning accessibility for deaf children. Deaf children face obstacles in accessing written language due to their hearing limitations. Transcription technology can be an effective solution in overcoming this obstacle. Utilization of transcription technology allows deaf children to access written texts through text-to-speech transcription or display of translated text. In this article, we discuss several important aspects related to the use of transcription technology, including increasing understanding and involvement of deaf children in learning, developing language skills, accessibility to digital learning materials, and inclusion of deaf children in the wider educational environment. In this literature review, research results related to this topic have been summarized and identified the benefits and challenges associated with the use of transcription technology in the context of learning for deaf children. It is hoped that the results of this literature review will provide a better understanding of the importance of using transcription technology in increasing the accessibility of written language for deaf children. The practical implications of this article can help educators, technology developers, and other related parties in designing and implementing more inclusive solutions for the learning of deaf children
IMPLEMENTATION OF GAGNE'S THEORY IN LEARNING FOR CHILDREN WITH ADHD Bhanasya shafa Aurelia; Aziziah Oktaviana Sari
Journal of Disability Vol 4, No 2 (2024): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i2.98938

Abstract

This article explores the importance of implementing Gagne’s Theory in learning for children with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD often struggle with maintaining focus, processing information efficiently, and retaining knowledge, making it crucial to adopt structured and adaptive learning approaches to support their educational needs. Gagne’s Theory, known for its systematic and sequential instructional principles, provides an effective framework for enhancing the learning experience of children with ADHD. This article outlines key principles of Gagne’s Theory and examines how they can be practically applied in learning environments to accommodate the unique challenges faced by children with ADHD. By implementing clear learning objectives, structured instruction, engaging stimuli, and reinforcement strategies, educators can create a more inclusive and supportive learning experience that helps ADHD students maximize their potential. The application of Gagne’s principles not only enhances academic achievement but also supports the development of self-regulation and cognitive skills, enabling children with ADHD to overcome learning barriers and thrive in educational settings.
Co-Authors Aziziah Oktaviana Sari