1 |
Mitigating institutional attitudes toward sign languages: A model for language vitality surveys
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Disadvantage and marginalisation in special education systems for deaf students in India, Ghana, and Uganda: A comparative analysis
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Tracking learning with primary school children in a deaf school in India
|
|
|
|
BASE
|
|
Show details
|
|
4 |
The reverse curriculum: Game-led design for accessible learning
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Deaf peer tutors' decision-making when teaching multiliteracies to deaf learners in India, Uganda and Ghana
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Capacity building for professionalising the roles of deaf sign language users in deaf education
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Ideologies behind the scoring of factors to rate sign language vitality
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Scoring sign language vitality: Adapting a spoken language survey to target the endangerment factors affecting sign languages
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Literacy development with deaf communities using sign language, peer tuition, and learner-generated online content: sustainable educational innovation
|
|
|
|
BASE
|
|
Show details
|
|
|
|