English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

International audienceAs a consequence of the National Policy on Special Education on the Perspective of Inclusive Education in Brazil, established in 2007, mainstream schools have begun receiving a greater number of Deaf or Hard of Hearing (D/HH) students that previously attended specialized schools. However, data point to the declining number of D/HH students enrolled from primary school to secondary school; i.e., there are reasons to believe that educational barriers are imposed on the means these students have of conquering a complete education. In this context, the goal of this work is to propose a technology acceptance model that takes into account constructs that involve aspects of the inclusive education context, as well as performing a pilot test on the interaction of 16 D/HH users with a mobile application, called SESSAI, to evaluate the model. SESSAI consists of a technology-mediated form of communication, which allows hearing persons and D/HH individuals to interact through an automatic recognition system. Among the constructs of the model, one of them refers to the potential educational barriers experienced by D/HH students in inclusive classrooms. With regard to research methodology, the study was developed in cycles of literature review and conduction of tests. The proposed model has shown positive results in capturing factors that influence technology acceptance given the domain specific context, since they incorporate aspects of pragmatic quality and hedonic quality (emotional user experience), and also considers issues related to perceived usefulness in minimizing potential educational barriers, future expectations, and facilitating conditions. We conclude that the model encompasses both users’ personal motivation and context of use aspects, and it can be used for the purpose for which it was proposed. Further investigations need to be conducted in order to adjust the model questionnaire and to recruit a broader number of participants

Technology Acceptance Evaluation by Deaf Students Considering the Inclusive Education Context