Sign Smith Studio is a sign language authoring tool that allows users to add "Signing Avatars" to their digital content. Created content is exported to video which can then be added to multimedia and literacy programs, web pages, PowerPoint presentations or Flash.
Our 3D character can be zoomed in or out and rotated to give you the best vantage point for every sign. YOU control the placement of the character – not us! No other product lets you do this!
The library includes more than 11,500 words. Type in sentences, phrases, words and even the alphabet. Everything you enter will be saved in your History. Easily locate your entries by date or alphabetically. You can delete whatever you don’t want to keep.
SpEd Pad = Therapy Pad, A Dedicated therapy device for Special Education bundled with 100s of Therapy apps approved by experienced Therapists!. SpEd Pad is one-stop solution for both Special Children and the teachers, therapists who teach Special Education. SpEd Pad leverages the power of a mobile device and transforms special education by taking it to a whole new level.
The Visual Thesaurus is an interactive dictionary and thesaurus which creates word maps that blossom with meanings and branch to related words. Its display encourages exploration and learning. Available both as a desktop version and a web version. Additional features of Visual Thesaurus include Spelling Bee and Vocab Grabber. Spelling Bee: User is challenged by a series of words, with the spelling difficulty adapted to the user's individual skill level.
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.
Reading rate is one of several attributes of reading having a bearing on how effectively and efficiently one reads. With the proliferation of captioned films and the tremendous undertaking of captioning television programs, reading rate becomes a critical issue. By adapting the scoring procedure of the Gates McGinitie Reading Test, speed and accuracy portion, the reading rates 185 randomly selected hearing-impaired students from residential schools for the deaf were obtained. These rates were then compared with the reading rates of hearing students and extempore speech.
In one investigation with 48 deaf and hard-of-hearing (hh) high school students and a second investigation with 48 deaf/hh college students, all viewed one lecture with an interpreter and one with the C-Print[R] speech-to-text support service. High school students retained more lecture information when they viewed speech-to-text support, compared to interpreter support, and when they studied note taker notes or a hard copy of the text after viewing the lecture, compared to no opportunity to study.
A computer-assisted music-learning system (CAMLS) has been developed to help the hearing impaired practice playing a musical melody. The music-learning performance is evaluated to test the usability of the system. This system can be a computer-supported learning tool for the hearing impaired to help them understand what pitch and tempo are, and then learn to play songs thereby increasing their interest in music classes and enhancing their learning performance. The results indicated that CAMLS could enhance hearing-impaired students' learning performance in a music course.
Research on computer-assisted and video-based educational techniques has almost invariably found that these media have positive effects on learner motivation. This article presents a study of integrated computer technology which incorporates pace-controlled syntactic chunking in a captioned video presentation. The results indicate that a well-designed interactive video application can motivate, save time, and help address learner weaknesses, especially for students most in need of assistance.
The study assessed the effects of near-verbatim captioning versus edited captioning on a comprehension task performed by 15 children, ages 7 to 11 years, who were deaf or hard of hearing. The children's animated television series Arthur was chosen as the content for the study. The researchers began the data collection procedure by asking participants to watch videotapes of the program. Researchers signed or spoke (or signed and spoke) 12 comprehension questions from a script to each participant.