Breaking the Barriers: Learning Computer Terminology in American Sign Language
In today’s digital age, computer literacy is a crucial skill for individuals from all backgrounds. However, not everyone has equal access to computer education, especially the deaf and hard-of-hearing community who rely primarily on American Sign Language (ASL). The lack of computer education through ASL has led to significant linguistic and digital barriers. To overcome this challenge, it is essential to break down the barriers and promote computer education in ASL.
Understanding the Barriers
The first barrier that the deaf and hard-of-hearing community often face when it comes to computer education is that traditional computer literacy training is primarily text-based. The reliance on written English in computer training courses makes it difficult for those who rely on ASL to understand the content.
Another significant barrier is the lack of ASL terminology when it comes to computer education. Although the use of ASL is continuously evolving, there is no standardized ASL terminology for computer concepts. This lack of terminology can make it challenging for deaf and hard-of-hearing people to effectively communicate about computer-related topics.
Breaking the Barriers
One way to tackle these barriers is by providing computer education courses through ASL. By using ASL, computer concepts can be presented visually, making it more accessible for the deaf and hard-of-hearing community. The use of sign language can enhance the understanding of computer concepts, breaking down the linguistic barriers.
Additionally, the development of ASL terminology for computer concepts can improve communication within the deaf and hard-of-hearing community. By establishing a standardized vocabulary, it will be easier for individuals to communicate effectively about computer-related topics.
Case Studies
In 2019, the National Technical Institute for the Deaf (NTID) launched an online course for computer coding using ASL. The course provided videos of the professor communicating with ASL, making the content more accessible for deaf and hard-of-hearing students. This course received positive feedback from students who appreciated the use of ASL in the content.
Another example is DeafTEC’s work in developing ASL resources for STEM (Science, Technology, Engineering, and Mathematics) subjects, including computer science. By providing videos with ASL explanations of computer concepts, DeafTEC has made computer education more accessible for the deaf and hard-of-hearing students.
Conclusion
To sum up, access to computer literacy through ASL requires breaking down linguistic barriers and establishing ASL terminology for computer concepts. Providing computer education courses through ASL and making ASL resources available can enhance the understanding of computer concepts and make computer education accessible to the deaf and hard-of-hearing community. The development of ASL terminology allows for effective communication about computer concepts within the community. We must continue to promote computer literacy for all and break down barriers to education.
