IT Education Strategies for the Deaf

Assuring Employability

Francisco C. de M. B. Oliveira

, Adriano T. de Freitas

, Thiago A. C. de Araujo

Lidiane C. Silva

, Bruno da S. Queiroz

and

Eder F. Soares

University of Fortaleza, Fortaleza, Cear

a, Brazil

Computing Department, Federal Institute of Cear

a, Maracana

u, Cear

a, Brazil

Computer Science Department, Cear

a State University, Fortaleza, Cear

a, Brazil

Distance Education Laboratory for People with Disabilities, Fortaleza, Cear

a, Brazil

Dell Inc., Fortaleza, Cear

a, Brazil

Keywords:

Employability, Accessible Content, Online Collaboration, Sign Language.

Abstract:

IT related jobs present a good opportunity for better paying positions for people with disabilities (PWD).

Online training seems to be an interesting approach, due to its reach. Building and delivering online content

for this population is challenging, especially for those who are deaf or hearing impaired (DHI). We face many

problems in the process of teaching the DHI student. Initially we have language related issues, the vocabulary

of the Brazilian Sign Language (Libras) is poor when it comes to speciﬁc content such as IT. Then, we confront

the problem of having very few tutors versed in Libras. Content format, how can we present the information

to the DHI considering visual aspects? Accessible learning objects, accessible programming environment,

online collaboration between DHI and Non-DHI. Real word task analysis are all discussed in the current text.

We present a series of studies our lab conducted and is conducting as we create and deliver IT online content

for the PWD.

1 INTRODUCTION

Brazil has 45 million people with disability (PWD)

and 9.7 of them are deaf or have hearing impairments

(DHI) (Census, 2010). Government projects with the

aim of promoting educational and social inclusion of

this public, the educational process, the professional

ﬁeld and world knowledge are deﬁcient (Santiago,

2011).

Software development market grows signiﬁcantly

in Brazil presenting opportunities for young program-

mers. The number of vacancies increased by 44.2%

in 2015 and it is expected to increase 30% in 2016,

despite current economic crisis (Zogbi, 2016). Jobs

in technology present an opportunity to improve the

lives of the DHI since there are many vacancies and

training time is relatively short. IT courses are pre-

ferred 31% of young DHI (Santiago, 2011).

Distance education seems to be an interesting ap-

proach since the DHI (and PWD in general) are geo-

graphically distributed. However, implementing such

online IT courses presents a series of hurdles such as:

1. making the learning management system (LMS)

with the appropriate accommodations available;

2. implementing means of improving sign language

lexicon, ensuring the existence of speciﬁc vocab-

ulary in IT using Libras (the brazilian sign lan-

guage);

3. creating content in the appropriate format so that

it is accessible to PWD;

4. creating tools to access untreated data, process

and make them accessible;

5. promoting collaboration between tutors who are

not proﬁcient in sign language and the DHI

pupils; and

6. improving productivity in the workplace.

This paper succinctly describes our studies on

each of the topics listed above, each one is dealt with

in its respective section which appears in the order

listed above.

Oliveira, F., Freitas, A., Araujo, T., Silva, L., Queiroz, B. and Soares, É.

IT Education Strategies for the Deaf - Assuring Employability.

In Proceedings of the 18th International Conference on Enterprise Information Systems (ICEIS 2016) - Volume 2, pages 473-482

ISBN: 978-989-758-187-8

473

Figure 1: Our Accessible Learning Management System.

2 THE LEARNING

MANAGEMENT SYSTEM (LMS)

Using a learning management system (LMS) is essen-

tial to provide e-learning. Some advantages of its use

are:

1. it facilitates access to learning content;

2. it allows the support of classroom teaching; and

3. it gives a way of offering courses to a larger num-

ber of people.

Among the LMS available, two stand out: Black-

board Learn (Bradford et al., 2007), a virtual learning

environment developed by Blackboard Inc; and Moo-

dle (Dougiamas and Taylor, 2003), an open-source

software learning management system written in PHP.

Since our target audience is the PWD, we needed

a fully adapted and accessible tool, an LMS that meet

the criteria of accessibility and usability since its in-

ception.

Our laboratory designed our own accessible LMS,

showed in Figure 1, and, through it, we create and of-

fer seven IT related distance learning courses: Intro-

duction to programming logic (70h), Object-oriented

programming with java (120h), Developing applica-

tions for web platform with java and database (150h),

Development of applications for java platform EE6

with JSF and JPA (140h), Mobile application devel-

opment with Android (160h), Oracle database admin-

istration (120h) and Project management – prepara-

tion for PMP and CAPM certiﬁcation (130h). Our

online courses offers over 1,400 practical online ac-

tivities.

Although this text is focused on DHI online IT

learning, the LMS has accommodations for those

with physical disabilities and people with low vision.

Courses are also offered free of charge for those un-

der social vulnerability (low income, living in areas of

high crime rates) under a government supported pro-

gram.

All the content is presented in portuguese and Li-

bras. The system also has an ergonomic interface with

shortcut for quick access, voice commands, text font

adjustment and high contrast. All didactic materials

and tools are validated and tested by a team of 50 soft-

ware testers, all PWD or DHI before made available

to the general public. Thus, the artifacts created are

enhanced with a focus on the end user, so that the

student receives a quality material, tailored to their

learning needs. (J

unior et al., 2014)

3 IMPROVING SIGN LANGUAGE

LEXICON

As Libras is a young language, its lexicon is relatively

ICEIS 2016 - 18th International Conference on Enterprise Information Systems

474

short, notably in speciﬁc areas of knowledge such as

mathematics and IT. The lack of signs to convey ba-

sic concepts like ”abstraction”, ”RAM memory”, for

instance, must be overcome before any content cre-

ation.

Both in Brazil and in other countries, there are

many collaborative web tools for the deaf. The Dicta-

Sign Wiki (Efthimiou et al., 2012), funded by the Eu-

ropean Union and developed with universities and re-

search institutes, has the goal of making online com-

munication more accessible for the deaf users. They

work with the translation of terms in four sign lan-

guages: the British, German, French and Greek Sign

Language. The Claws (Martins, 2012) is a collabora-

tive tool to support interaction of deaf in web pages.

Developed by the Polytechnic School of the Univer-

sity of S

ao Paulo (USP) and installed as a complement

to the web browser, it consists of several features that

help the deaf user to understand words contained in

the web pages. The ASL-Stem forum (Bigham et al.,

2008; Cavender et al., 2010) is a web and collabora-

tive tool for the purpose of disseminating terms and

encouraging the growth and use of the American Sign

Language (ASL).

The creation of signs from co-present discussions

involving instructors, translators and the DHI can lead

to regionalism, which might hinder their acceptance

by members of other DHI communities throughout

the country. A way to combat regionalism is through

the asynchronous collaborative creation of signs, nor-

mally supported by web tools. But are the signs cre-

ated through web discussions inferior in any way to

those created via co-present discussions? We per-

formed a comparative study on the acceptance of

signs created by both methods showing that accept-

able and legitimate signs can also be produced us-

ing web discussions and the users can not distinguish

from which method they come from (Oliveira et al.,

2015).

We selected some deaf participants with similar

proﬁle, they are all graduate and most of them had

ﬁnished their graduate courses. The participants are

students of the IT area and the majority of them code

in Java. They were divided into three groups.

The ﬁrst and second groups, A and B, performed

tasks related to the creation of signs in a counterbal-

anced within-subject design. We worked with ten (10)

terms, at the end of the creation, each term had two

signs: one created in person and the other one using a

web tool developed by our lab.

We also deﬁned a third group C which performed

a blind analysis of the signs created by Groups A

and B. We asked Group C to vote which of the two

signs they think it is better to represent the term. We

Figure 2: Description of the Term and Suggested Signs.

applied the results to the Student’s T-Test, the two-

tailed p-value obtained was 0.3009. Thus, we can

conclude that the deaf can not distinguish the origin

of the signs, and the two processes produce equally

acceptable signs by the same community.

Figures 2 and 3 show the discussion page of our

web tool for the creation of signs.

The participants can debate about what should be

the best sign for a term. The tool has a wiki-like for-

mat and its layout and functionalities were validated

and tested by a team formed by DHI and non-DHI.

First, in Figure 2, a description of the term is pre-

sented in Libras and Portuguese. Right below the sug-

gested signs for the term are displayed. Any partici-

pant can propose a sign, and others users can vote in

what they consider a good sign. The sign with more

votes is elected the sign for that term.

There is also a discussion section, as we can see in

Figure 3, where participants can send comments and

exchange ideas, these comments can be sent in text or

in video. Elected signs are cataloged into a technical

glossary and used throughout course lessons.

The signs created integrate a glossary shown in

Figure 4. These signs are also used in the process of

creating signs.

IT Education Strategies for the Deaf - Assuring Employability

475

Figure 3: Discussion Section

4 CREATING CONTENT

The existence of educational material for DHI is also

deﬁcient. In this context, the creation of accessible

content is essential to facilitate the learning process

of this public.

A methodology for creating content involving a

multidisciplinary team is a way to standardize and en-

sure the quality of the content.

Each of our seven courses is composed by a set of

lessons comprised of:

1. a web lesson, disposed in HTML format;

2. a Learning Object (LO) to visual programming,

also called Visual JO2 (da Silva Soares et al., );

3. a practical activities workshop;

4. a video lesson; and

5. evaluative activities that make up the student’s

grade.

All activities on the LMS are accompanied by

trained tutors in Libras and subject matter experts

(Gonc¸alves et al., 2015).

The ﬁrst phase involves planning and creation of

the theoretical content of the lessons. Before con-

tent creation, pedagogues draw up an educational plan

with various aspects of the teaching and learning of

the DHI. After that, the teaching staff write the web

lesson content. Then, the instructional design team

review, revise and deliver it to each team responsible

for each LO. This ﬂow safeguards the content coher-

ence between all generated LOs.

The second phase relates to the production of the

material itself. In this phase, the ﬁrst step of the video

classes production process is the creation of the slides

to be used in the recording video and its script to be

followed during recording. A subject matter expert

produces the ﬁrst portuguese version of the lessons.

Then, a Libras translator inspects the artifacts and

generates and produces a Libras version of the lesson.

The instructional design team adjusts format and se-

quence and then designers create the appropriate im-

ages and animations to be inserted into the slides.

After the material to record the video is done, a

subject matter specialist and the translator record the

video class.

The instructional design staff analyze this new ar-

tifact and report to them some pedagogical improve-

ments and amelioration to Libras translation and the

lesson is deployed to the LMS for the review of our

PWD team.

The video lesson accessible to the DHI is designed

to prioritize the sign language communication.

The Figure 5 shows two sections of a video lesson,

the opening at the top and the content at the bottom.

The DHI students turn their attention during lessons

to the sign language translator. The instructor appears

in video only at the beginning and end of each les-

son. Along lessons, content is displayed in the form

of slides and code demonstrations in the development

environment. The translator is the main actor and is

shown along all video (Gonc¸alves et al., 2015).

5 CREATING TOOLS TO ACCESS

UNTREATED DATA, PROCESS

AND MAKE THEM

ACCESSIBLE

In the last section, we’ve described the process of

content creation. It is easy to understand that it is

not a cheap one, although quality is assured. We in-

vestigated means to automatically translate texts in

Portuguese and present them in an intermediary lan-

guage, closer to Libras, but still in textual format, in

gloss notation.

ICEIS 2016 - 18th International Conference on Enterprise Information Systems

476

Figure 4: Glossary.

Figure 5: Sections of a video lesson (Gonc¸alves et al.,

2015).

Among some related works we can mention the

PorSimples Project (Alu

ısio and Gasperin, 2010)

which offers a set of tools designed to perform text

adaptations for low literacy readers. It has text simpli-

ﬁcation tools, such as: SIMPLIFICA, which helps au-

thors to create simpliﬁed texts; FACILITA, which ex-

plores summarization tasks by simplifying web con-

tent. Another tool that translate texts in Portuguese

to facilitate understanding of the deaf is the LIBROL

(Carvalho et al., 2013). The software recognizes and

discards the particularities in Portuguese that are not

found in Libras.

We built the STAUT-Reader, a Rule-Based Ma-

chine Translation system to produce output texts in

Gloss notation (De Oliveira et al., 2015). The STAUT-

Reader consists of two modules: the translation and

the reading module. The translation module is re-

sponsible for receiving input sentences written in

Portuguese and translating them to Gloss notation.

The reading module is responsible for displaying the

translations to the users.

We performed a counterbalanced within-subjects

design to evaluate the reading performance of DHI

readers using our tool. The results showed to be

promising, especially for non-oralized deaf. The

experiment consisted of answering questions about

texts. The participants were randomly assigned in

two groups: A and B. For members from group A,

the even-numbered texts were presented in gloss no-

tation, and the odd-numbered texts were presented in

Portuguese. The B group members had access to the

same texts in the opposite version. Our participants

also had different proﬁles: Non-Oralized and Oral-

ized. The results indicates that the STAUT-Reader

most beneﬁts the Non-Oralized group.

The experiment was divided in three stages. In

Stage 1, we evaluate the perceived difﬁculty of the

texts using a 5-point Likert scale, all texts presented

in gloss notation were better assessed than the ver-

sions in Portuguese. In Stage 2 and 3, we evalu-

ated the number of correct answers. We ran one-

way Anova at a 95% conﬁdence interval on the data

collected. Although there is not a signiﬁcant statisti-

cal result in Stage 2 (F

3,40

= 0.2633, ns) and Stage 3

IT Education Strategies for the Deaf - Assuring Employability

477

Figure 6: STAUT-Reader.

3,40

= 0.7869, ns), there is a trend that might beneﬁt

non-oralized readers.

The tool evolved to became a mobile reader inte-

grated to the LMS. Students can choose which for-

mat they prefer to access lessons content: Libras

video, Portuguese Text, or Gloss notation. In this

new version, students will able to collaborate, anno-

tate and share their notes, and lesson writers will be-

come aware of which lesson parts raise more doubts

and improve them.

The Figure 6 shows the STAUT Reader screen in

a tablet, still under construction. The superior toolbar

contains seven buttons which allow users to: translate

texts from portuguese to gloss notation, write short

notes, highlight parts of text, record video notes, save

the indexed notes, search and open a saved text li-

brary, and share notes with other students. Below the

toolbar there are two columns. The left column shows

at the top of the translated text to gloss notation and at

the bottom, the original text in Portuguese. The right

one has a Libras dictionary, an area to show examples

in gloss notation and a toolbox to show or hide the

user markings on text.

6 PROMOTING

COLLABORATION BETWEEN

TUTORS WHO ARE NOT

PROFICIENT IN SIGN

LANGUAGE AND THE DHI

PUPILS

DHI dropout rates in online java programming course

are staggering, especially during the course’s ﬁrst

lessons. We developed the JLoad, an e-learning ob-

ject designed to smooth the learning curve of a remote

deaf Java learner.

There are some other works which aim to facili-

tate learning a programming language. Hands (San-

tos et al., 2011) is a computer program, similar to

an integrated development environment (IDE) where

pupils can learn programing logic. It was not intended

ICEIS 2016 - 18th International Conference on Enterprise Information Systems

478

Figure 7: JLoad - Student View.

design for distant learning nor for asynchronous col-

laboration between pupils and tutors. Visual pro-

gramming, as proposed by tools like iVProg (Bran-

dao et al., 2012), has an interesting appeal for the deaf

community, since they heavily rely on visual commu-

nication. iVProg has not been adapted for PWD.

The Learning System (LS) (Drigas et al., 2005) is

a distance learning platform especially designed for

the deaf. LS focuses on a bilingual education and,

to our knowledge, has not been used for teaching a

programming language to DHI.

JLoad has a simple IDE and collaboration tools

to enable asynchronous and remote situated student

monitoring and assistance. Such collaboration in-

volves student, tutors and translators.

We presented JLoad’s prototypes to a community

of deaf programmers and tutor for early validation

(Silva et al., 2014). From their suggestions we im-

proved the prototypes and we created an all-in-one

solution which prevents the learner to install and learn

how to use an integrated development environment

such as Eclipse before running her ﬁrst program.

The JLoad was created supported by theoretical

concepts: Using the theory of language acquisition,

from Krashen (Krashen, 1982), we designed a LO to:

1. soften the learning curve;

2. offer the possibility of continuous monitoring;

3. increase student self-conﬁdence and motivation;

and

4. decrease the level of anxiety.

Situated learning concepts inﬂuenced the design

of the situated tutor/pupil interaction where a shared

workspace is also used. Armed with Csikszentmiha-

lyi’s ﬂow theory (Csikszentmihalyi, 2008), we pro-

pose a LO together with the appropriate course syl-

labus to adjust course workshop demands to students

skills for user experience maximization by keeping

them in the ﬂow zone.

With the original proposal at hand, we decided for

the early involvement of the community of users for

concept validation and acceptance assessment. Key-

users not only conﬁrmed the need for such interven-

tion but also presented important contributions: all the

participants agreed that the videos in sign language to

describe the workshops’ tasks are indispensable; all

agreed that the proposed LO improves their experi-

ence in distance learning; they also asserted that the

Eclipse IDE should have some of the features pre-

sented in the JLoad. Among the contributions, we

have:

• Subtitles must be used whenever there is not a

clear translation to sign language (e.g..: calcula-

tions and diagrams);

• Students might capture screen to submit along

with inquires;

• Workshop steps written in text will have hyper-

links to the sign glossary (a glossary where terms

IT Education Strategies for the Deaf - Assuring Employability

479

related to computing are described in sign lan-

guage);

• To export JLoad’s workshops to Eclipse IDE;

• Subjects also proposed many other widgets ar-

rangements that were promptly incorporated to

the tool.

The use of participatory design technique, involv-

ing members of the community proved to be ex-

tremely useful for early assessment of key concepts

and validation of the main features of JLoad.

Figure 7 shows JLoad’s chrome and highlights its

main functions. It is now an integrated development

environment embedded in our LMS that allows col-

laboration between tutors and pupils. Such collabor-

ation may ou may not be mediated by Libras transla-

tors.

7 IMPROVING PRODUCTIVITY

IN THE WORKPLACE

We’ve seen that it is not enough to train to secure a

position in the workplace for the PWD. Our graduates

still struggle to secure a position in IT industry. This

is especially true for the DHI. There is the fear they

will not match the performance levels of the hearing

counterpart. Therefore the challenge extends to that

of task analysis and design.

We are interested in empowering the DHI pro-

grammer in the daily tasks of a regular software en-

gineer, such as software evolution, debugging. We

have learned that DHI graduates from our courses had

inferior performance in debugging tasks when com-

pared to hearing counterparts who took the very same

courses (do Nascimento et al., 2014). This ﬁrst study

consisted in ﬁnding and correcting one error in two

Java classes. All the participants (non-DHI and DHI)

used the Eclipse Debugger to perform same study

tasks. The main idea of the experiment is to compare

the way the two groups performed each task. Basi-

cally we measure the time spent to complete the task,

the number of requests for assistance and if they suc-

cessfully complete the task. The DHI had poorer per-

formance and some were not even able to ﬁnish the

tasks, despite the fact that no there was no time con-

straint.

As a response, we investigated the use visual de-

buggers and direct manipulation. Visual debuggers

might represent hope for improving the performance

of the DHI programmer.

There are some software which uses some visual

concepts or some ideas of direct manipulation. Jeliot

3 (Moreno and Joy, 2007) is a tool designed for pupils

to learn procedural or object-oriented programming.

Students can develop and see the visual representation

of a running code. On the other hand, the tool has too

many visual information presented at once and that

might confuse the deaf student. Jive (Cattaneo et al.,

2004) is a tool developed by the University of Buf-

falo. It allows debugging Java programs using views

of object structure and interactions between methods.

It uses the object diagram that demand prior knowl-

edge, which can generate DHI greater cognitive ef-

fort. JGrasp (Cross et al., 2004) is an IDE devel-

oped to provide dynamic and illustrative views of Java

data structures. These views are generated automati-

cally and synchronized with the data structures in the

source code. It uses the technique of direct manip-

ulation of objects which made it stood out from the

others.

In our second study (do Nascimento et al., 2015),

we compare how a visual debugger (JGrasp) impacts

the activities of a DHI programmer. Ten participants

were recruited to debug code in Eclipse and JGrasp, in

a between-subjects design. In that study, all subjects

used industry-standard Eclipse programming environ-

ment.

Performance was measured by:

1. Time to complete the task (TCT);

2. Number of times the subject asked for external

help assistance (HA) and

3. Number of tasks completed successfully (TCS).

Despite the fact that subjects were already familiar

with Eclipse, the results, although not statistically sig-

niﬁcant, favor JGrasp as a more productive tool. The

participants were able to ﬁnish more tasks demand-

ing less time using JGrasp. A questionnaire based on

the System Usability Scale (SUS) (Brooke, 1996) was

also applied. The average SUS score for JGrasp was

72 and 50 for Eclipse. The unpaired t-test give us a

p-value of 0.01, thus we can conclude that JGrasp has

a better usability. Qualitative analysis indicates that

JGrasp was more acceptable due to presenting visual

appeal and better distribution of functionalities.

Debugging is just part of the many activities a

software developer is involved. The ﬁndings reported

here just encourage further investigation. There is lot

to be done. One thing is sure: We have to intervene

in the workspace to improve productivity of the DHI

programmer. How far should we use vision is a tricky

question. Vision is over special resource for the DHI

and we should avoid overloading it. We will carefully

design a visual debugger for the DHI, having that in

mind.

ICEIS 2016 - 18th International Conference on Enterprise Information Systems

480

8 CONCLUSIONS

Online IT courses present good opportunity for the

PWD/DHI to gain access to better paying jobs. How-

ever, building content, delivering them to this spe-

cial population impose signiﬁcant challenges. For the

adult DHI, language barriers are everywhere:

1. in the lack of signs;

2. in the lack of subject matter specialists versed on

Libras;

3. in the fact that programming languages are lan-

guages in on themselves (normally derived from

English), one more in this language cauldron and

4. in the lack of appropriate methods and materials

which leads to poorer academic formation.

Beyond language barriers, tools are not appropri-

ate: IDEs, debuggers, LMSs.

Throughout the sections above, we brieﬂy showed

how we tackled several of these issues and the impacts

of our interventions. Each section described one re-

search effort, each one in different stage, but all with

clear and attainable goals. Our ultimate objective is

twofold: 1) to prepare the PWD for the job market

and 2) to convince employers to hire them. To achieve

them, we are building tools that improve the learn-

ing experience and assure productivity in real-world

tasks.

ACKNOWLEDGEMENTS

This work has been supported by Dell Computers

with incentives from Federal Law 10176/2001.

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