LIVE SCHOOL EDUCATION FOR DEAF AND DUMB

Abstract:

Now-a-days one important problem which is been faced by our society is the

people with some kind of disabilities finding hard to cope with the fast growing

technology. For example dumb people use their own language to communicate to

others; as we can also understand their language by using a translator. A translator

helps us to understand what they speak and do to communicate to us. So in these

conditions we have decided the system which could provide basic communication

need for a deaf-dumb people and also solve them in many ways. We will provide

help to dumb and deaf people to express their need to the normal people. Sign

language is a language which is used for communication between the normal

people and disabled people. Sign language relies on sign patterns, i.e., body

language, orientation and movements of the arm to facilitate understanding

between people. We having the training and testing for their peoples. Then testing

the mind and memory capacities of them.If they achieving the test and move to

further procedure and not achieve that to suggested training session of them to

training.

SYSTEM ANALYSIS

Existing System:
The objective of this paper is to extract the features from the pre-processed image

and propose an optimization based classifier to improve the classification accuracy

in English Sign Language images.The result, principle technique will enable to

use, not only in sign language or hand gesture recognition but also in other

associated areas of computer vision.Sign language recognition is an assistive

system that acts an interface between deaf and dumb people and ordinary people.

Disadvantages:

 It is temporary in nature.

 Once the data is lost,we could not recover it.

 It takes more time consumption.

Proposed System:

Deaf students specifically can have a great advantage when using an E-learning

system. It gives the students a chance to further understand their lessons with more

details.The result, principle technique will enable to use, not only in sign language

or hand gesture recognition but also in other associated areas of computer

vision.Activities can also be added in the system so that deaf students can practice

their skills. All modules were integrated to develop the e-learning system. In this

way, students can be further motivate students to learn through enhanced

visuals.The Visual Representation contains video and images of the word.

Advantages:

 It is permanent in nature.

 It consists of video lectures and can watch anytime,anywhere and anyplace.

 It consists of live video chat,i.eif the person has any doubt,he/she can post a

comments.

INTRODUCTION

Overview of the Project:

There are a lot of disabled individuals who have the right to get the best education

as they can get, just like their normal peers. Deaf and dumb people are among

those of people with disabilities that deserve the same rights. Deaf and dumb ,

particularly deaf and dumb people, usually acquire the same level of mental

capability as the normal hearing students in terms of studying. The term ‘deaf and

dumb’ is not practically to be used since the hearing impaired students are only

lacking of their hearing capability not their intelligence level .Therefore, they will

be undertaking the same subjects or courses in any education departments or

institutions as those taught to the normal hearing students of the same age.

However, a problem could occur for the hearing impaired students if the technique

used by the teachers or instructors in teaching them is as the same used for normal

hearing students. Thus, the usage of technology is vital in preparing the deaf and
dumb students with appropriate learning environment, since by using technology,

the deaf and dumb students could access sound in their own suitable way . E-

learning environment is one of the most used techniques for educational purpose

and this includes the education for deaf and dumb students. However, most e-

learning environment available does not particularly can be useful to those students

due to its feature which is lacking in terms of adaptability. They often encounter

problem in accessing the information available in terms of understanding it and

using it in a proper manner. Therefore, in order to assist these deaf and dumb

students in accessing the information adequately, the e-learning environment needs

to be developed and designed according to the needs of the Hearing impaired

students by adding or enhancing some features within the e-learning environment.

Objective:

The usage of e-learning environment in education involves a wide range of types

of students, and this includes the hearing impaired ones as well as dumb people.

Some adjustment or enhancement needs to be implemented within the e-learning

environment, based on the needs or the adaptability of the hearing impaired

students and dumb people accordingly.

System Architecture:
SYSTEM SPECIFICATION

Hardware requirements:

1) Intel Core 2 Duo/Quad/hex/Octa or higher end 64 bit processor PC or Laptop

(Minimum operating frequency of 2.5GHz)

2) Hard Disk capacity of 250GB

3) 512MB-4GB RAM

Software requirements:

1)Operating system : Windows 7.

2)Coding Language : Java 1.7 ,

3)IDE : Eclipse

4)JDBC:MySQL

SYSTEM IMPLEMENTATION

Modules Description:

1)User Interface:

After looking over the requirements for user login and registration, reorganize the

web pages, create a user and its support in the Database class. User registration and

login enables a system to personalize itself. The login page should be the first page

that users see in the modified application.

2)Training:

Training has specific goals of improving one's capability,

capacity, productivity and performance. These education of students with any

manner of improvement which addresses their differences and individual needs.

Then Easily to Identify the Words with Images in Sign Languages.

3)Testing:
These module is where the student can speak the word for testing. In case person

trained successful its go to testing Page. This page will be displayed the Random of

alphabets, Color, Emotion image with image option. It can be motivate them self

4)Results:

Result will be displayed based what them achieved. In Case they got high score in

the test bar will displayed your trained successfully. Otherwise if they got Fail

mark Page will forward to training session.

UML DIAGRAMS

Class Diagram:

In software engineering, a class diagram in the Unified Modeling Language

(UML) is a type of static structure diagram that describes the structure of a system

by showing the system's classes, their attributes, operations (or methods), and the

relationships among objects.

UseCase Diagram:

A use case diagram at its simplest is a representation of a user's interaction with the

system that shows the relationship between the user and the different use cases in

which the user is involved.

Sequence Diagram:

A sequence diagram simply depicts interaction between objects in a sequential

order i.e. the order in which these interactions take place. We can also use the

terms event diagrams or event scenarios to refer to a sequence diagram. Sequence

diagrams describe how and in what order the objects in a system function.
Activity Diagram:

Activity diagram is another important diagram in UML to describe the dynamic

aspects of the system. Activity diagram is basically a flowchart to represent the

flow from one activity to another activity. The activity can be described as an

operation of the system.

DataFlow Diagram:

A data flow diagram(DFD) maps out the flow of information for any process or

system. It uses defined symbols like rectangles, circles and arrows, plus short text

labels, to show data inputs, outputs, storage points and the routes between each

destination.
State Chart Diagram:

State chart diagram is one of the five UML diagrams used to model the dynamic

nature of a system. They define different states of an object during its lifetime and

these states are changed by events. State chart diagrams are useful to model the

reactive systems. A state diagram is a type of diagram used in computer science

and related fields to describe the behavior of systems. State diagrams require that

the system described is composed of a finite number of states; sometimes, this is

indeed the case, while at other times this is a reasonable abstraction.

Collaboration Diagram:

A collaboration diagram, also called a communication diagram or

interaction diagram, is an illustration of the relationships and interactions among

software objects in the Unified Modeling Language (UML). UML Collaboration

diagrams (interaction diagrams) illustrate the relationship and interaction between

software objects. They require use cases, system operation contracts, and domain
model to already exist. The collaboration diagram illustrates messages being sent

between classes and objects (instances).

E-R Diagram:

Entity Relationship Diagram, also known as ERD, ER Diagram or ER model, is a

type of structural diagram for use in database design. An ERD contains different

symbols and connectors that visualize two important information: The major

entities within the system scope, and the inter-relationships among these entities.

An entity–relationship model describes interrelated things of interest in a specific

domain of knowledge. A basic ER model is composed of entity types and specifies

relationships that can exist between entities.

Literature Survey:

[1]Author:Al-Bayati, M. A., & Hussein, K. Q. (2009).

Title:Effects of tutorial e-lessons for hearing impaired persons on motivation

towards learning

Abstract:The usage of technology within the educational department has become

more vital by each year passing. One of the most popular technological approaches

used is the e-learning environment. The usage of e-learning environment in

education involves a wide range of types of students, and this includes the hearing

impaired ones. Some adjustment or enhancement needs to be implemented within

the e-learning environment, based on the needs or the adaptability of the hearing

impaired students accordingly. This paper reviews some of the past researches on

the usage of the e-learning environment for hearing impaired students for the past

decade or so.

[2]Author:Al-Osaimi, A., AlFedaghi, H., &Alsumait, A. (2009).

Title: User interface requirements for e-learning program designed for deaf

children.

Abstract:Deaf children face many difficulties when interacting with interfaces that

are not designed for them. Building e-learning interfaces that are specifically

designed for deaf children is a necessarily in order to enhance the learning

experience. Thus, the goal of this paper is to build a set of guidelines for designing

e-learning programs for deaf children. An e-learning program prototype is used to

elicit the children's feedback regarding the interface design. Further, the guidelines

proposed here are built based on the deaf children and their teachers' feedbacks.

The guidelines are suitable for designing e-learning programs for deaf children

aged between seven to thirteen years old.

[3]Author:ACM. Berndsen, M., &Luckner, J. (2010).

Title:Supporting students who are deaf or hard of hearing in general education

classrooms
Abstract:The majority of students who are deaf or hard of hearing currently

receive educational services in general education settings. Trends that have led to

this shift in placement as well as potential benefits and barriers are presented. A

unique partnership between the Washington State Center for Childhood Deafness

and Hearing Loss (formerly the Washington School for the Deaf) and Listen and

Talk created to help local, school-based teams effectively provide services to

students with a hearing loss who want to develop listening and spoken language

skills is described. Specifics of the collaborative process, data collection

procedures, and accommodations for students are included.

[4]Author:Bueno, F. J., Fernándezdel Castillo, J. R., Garcia, S., & Borrego, R.

(2007).

Title:E-learning content adaptation for deaf students.

Abstract:Deaf students hardly ever finish higher studies. One of the biggest

difficulties they have to face in studying for their degrees is reading

comprehension. This paper presents a study about their needs when reading a text,

and proposes several measures to alleviate this problem. The methodology

proposed in this paper, when applied to adapt an e-learning Computing course, has

achieved a promising improvement of the understanding level of this kind of

student.
[5]Author:Debevc, M., Stjepanovič, Z., &Holzinger, A. (2012).

Title: Development and evaluation of an e-learning course for deaf and hard of

hearing based on the advanced Adapted Pedagogical Index method.

Abstract:Web-based and adapted e-learning materials provide alternative methods

of learning to those used in a traditional classroom. Within the study described in

this article, deaf and hard of hearing people used an adaptive e-learning

environment to improve their computer literacy. This environment included

streaming video with sign language interpreter video and subtitles. The courses

were based on the learning management system Moodle, which also includes sign

language streaming videos and subtitles. A different approach is required when

adapting e-learning courses for the deaf and hard of hearing: new guidelines must

be developed concerning the loading and display of video material. This is shown

in the example of the e-learning course, ECDL (European Computer Driving

Licence). The usability of the e-learning course is analyzed and confirmed using

two methods: first, the Software Usability Measurement Inventory (SUMI)

evaluation method, and second, the Adapted Pedagogical Index (AdaPI), which

was developed as part of this study, and gives an index to measure the pedagogical

effectiveness of e-learning courses adapted for people with disabilities. With 116

participants, of whom 22 are deaf or hard of hearing, the e-learning course for the
target group has been found suitable and appropriate according to both evaluation

methods.

[6]Author:Drigas, A. S., &Kouremenos, D. (2005).

Title: An e-learning management system for the deaf people.

Abstract:This paper presents a learning management system (LMS) which offers

Greek Sign Language videos in correspondence to every text in the learning

environment. The system is designed notably for deaf adults for the purpose of

their lifelong vocational and educational training. In the LMS, the special needs of

deaf learners are satisfied, as e.g. bilingual information (text and sign language),

high level of visualization, interactive and explorative learning, and the possibility

of learning in peer groups via video conferencing. In this environment, for the first

time, Greek signers are able to learn in their own language, the sign language. Key-

Words: e-learning, deaf people, sign language, videoconference.

[7]Author:Fichten, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Nguyen, M.

N., Klomp, R., &Wolforth, J. (2009).

Title:Disabilities and e-Learning problems and solutions: An exploratory study.

Abstract:This study explored e-learning problems and solutions reported by 223

students with disabilities, 58 campus disability service providers, 28 professors,

and 33 e-learning professionals from Canadian colleges and universities. All four

groups indicated, via online questionnaires, problems with: accessibility of

websites and course/learning management systems (CMS); accessibility of digital

audio and video; inflexible time limits built into online exams; PowerPoint/data

projection during lectures; course materials in PDF, and lack of needed adaptive

technologies. Students also mentioned technical difficulties using e-learning and

connecting to websites and CMS, problems downloading and opening files, web

pages that would not load, video clips taking too long to download, poor use of e-

learning by professors and their own lack of knowledge working with e- learning.

Disability service providers, too, mentioned the poor use of e-learning by

professors as well as poor accessibility of course notes and materials in many

formats. E-learning professionals noted difficulties with inaccessible course notes

and materials. Professors identified mainly problems raised by the other groups.

Sixty- seven percent of students, 53% of service providers, 36% of e-learning

professionals and 35% of professors indicated that at least one of their three e-

learning problems remained unresolved. We discuss how the different roles and

perspectives of the four participant groups influence their views, and make

recommendations addressing identified common e-learning problems.

[8]Author:Ng, C.K, Liew, Y. T., Saripan, M. I., & Abas, A. F. (2007).

Title:Education for all: disabled friendly Flexi e-learning system.

Abstract:This paper presents the common platform for both normal and disabled

pupils study in educational institutes so that the objective of "Education for All"

can be achieved. The flexi e-learning system here is designed to allow disabled

pupils, both blind and deaf, to study together with normal pupils without any

barrier. This multimedia web-based system consists of video conferencing and

voice-to-text systems which will be distributed over the internet. First, a

description of overall system designs is introduced. The algorithm of bidirectional

communications between disabled and normal people is presented. The completed

flexi e-learning system is then demonstrated. Some analysis results of the system

performance are also presented here. Finally, this paper is ended with a brief

conclusion.

[9]Author:Khwaldeh, S., Matar, N., &Hunaiti, Z. (2007).

Title:Interactivity in deaf classroom using centralised E-learning system in Jordan.

Abstract:E-learning is a useful tool that has contributed in facilitating education

for people around the globe. There is a need, however, to making e-learning

available to deaf people, particularly within Jordan. This paper describes a

centralised based learning system, which aims to facilitate teaching and learning

for both teachers of the deaf and deaf people in Jordan. Additionally, the
interactivity issue is brought to focus and has been addressed for the first time in an

e- learning system for the deaf in Jordan.

[10]Author:K., Kaibel, A., Raithel, V., Specht, M., Grote, K., & Kramer, F.

(2005).

Title:An e-learning environment for deaf adults.

Abstract:This paper presents a learning system (LS) which offers Greek Sign

Language videos in correspondence to every text in the learning environment. The

system is designed notably for deaf adults for the purpose of their lifelong

vocational and educational training. In the LS, the special needs of Deaf learners

are satisfied, e.g. bilingual information (text and sign language), high level of

visualization, interactive and explorative leaning, and the potential of learning in

peer groups via video conferencing. In this environment, for the first time, Greek

signers are able to learn in their own language, the sign language. In addressing the

above context, the LS is adapted to the specific learning problems of the target

group, i.e. deaf adolescents and young adults. The provided content is bilingual.

Bilingual experiments (spoken and signed language) in schools of the deaf and

hearing impaired have shown that the use of sign language in the classroom

enhance reading competence significantly. The basic objective of the present e-

learning environment is the support of the equal rights of Deaf people for their
access and real attendance in the vocational and educational training. The

development of LS and this paper has been supported by Leonardo Da Vinci

Framework Program, "DELFE" project, of European Union.

SOFTWARE DESCRIPTION:

JAVA TECHNOLOGY

Java technology is both a programming language and a platform.

Java Programming Language

The Java programming language is a high-level language that can be characterized

by all of the following buzzwords:

 Simple

 Architecture neutral

 Object oriented

 Portable

 Distributed

 High performance

 Interpreted

 Multithreaded

 Robust

 Dynamic
  Secure

With most programming languages, you either compile or interpret a program so

that we can run it on our computer. The Java programming language is unusual a

program is both compiled and interpreted. With the compiler, first we translate a

program into an intermediate language called Java byte codes the platform-

independent codes interpreted by the interpreter on the Java platform.

The interpreter parses and runs each Java byte codeinstruction on the computer.

Compilation happens just once; interpretation occurs each time the program is

executed. The following figure illustrates how this works.

Working of a Java Program

Java byte codes as the machine code instructions for the Java Virtual Machine

(Java VM). Every Java interpreter, whether it’s a development tool or a Web

browser that can run applets, is an implementation of the Java VM.

Java byte codes help to make “write once, run anywhere” possible. We can

compile our program into byte codes on any platform that has a Java compiler.

The byte codes can be run on any implementation of the Java VM. That means a

computer has a Java VM, the same program written in the Java programming

language can run on Windows 2000, a Solaris workstation, or on an iMac.

Java Platform

A platform is the hardware or software environment in which a program runs.

We’ve already mentioned some of the most popular platforms like Windows 2000,

Linux, Solaris, and MacOS. Most platforms can be described as a combination of

the operating system and hardware. The Java platform differs from most other

platforms in that it’s a software-only platform that runs on top of other hardware-

based platforms.

The Java platform has two components:

 The Java Virtual Machine (Java VM)

 The Java Application Programming Interface (Java API)

We’ve already been introduced to the Java VM. It’s the base for the Java platform

and is ported onto various hardware-based platforms.

The Java API is a large collection of ready-made software components that provide

many useful capabilities, such as graphical user interface (GUI) widgets. The Java

API is grouped into libraries of related classes and interfaces; these libraries are

known as packages.

The following figure depicts a program that’s running on the Java platform. As the

figure shows, the Java API and the virtual machine insulate the program from the

hardware.

Implementation of Java VM

Native code is code that after you compile it, the compiled code runs on a specific

hardware platform. As a platform-independent environment, the Java platform can

be a bit slower than native code. However, smart compilers, well-tuned

interpreters, and just-in-time byte code compilers can bring performance close to

that of native code without threatening portability.

ODBC

Microsoft Open Database Connectivity (ODBC) is a standard programming

interface for application developers and database systems providers. Before ODBC

became a de facto standard for Windows programs to interface with database

systems, programmers had to use proprietary languages for each database they

wanted to connect.ODBC has made the choice of the database system almost

irrelevant from a coding perspective. Application developers have much more

important things to worry about than the syntax that is needed to port their program

from one database to another when business needs suddenly change.

Through the ODBC Administrator in Control Panel, you can specify the particular

database that is associated with a data source that an ODBC application program is

written to use. Think of an ODBC data source as a door with a name on it. Each

door will lead you to a particular database.

The advantages of this scheme are so numerous that you are probably thinking

there must be some catch. The only disadvantage of ODBC is that it isn’t as

efficient as talking directly to the native database interface. ODBC has had many
detractors make the charge that it is too slow. Microsoft has always claimed that

the critical factor in performance is the quality of the driver software.

JDBC

In an effort to set an independent database standard API for Java; Sun

Microsystems developed Java Database Connectivity, or JDBC. JDBC offers a

generic SQL database access mechanism that provides a consistent interface to a

variety of RDBMSs. This consistent interface is achieved through the use of “plug-

in” database connectivity modules, or drivers.

TESTING

SOFTWARE TESTING

The purpose of testing is to discover errors. Testing is the process of trying to

discover every conceivable fault or weakness in a work product. It provides a way

to check the functionality of components, sub-assemblies, assemblies and/or a

finished product It is the process of exercising software with the intent of ensuring.

Software system meets its requirements and user expectations and does not fail in

an unacceptable manner. There are various types of test. Each test type addresses a

specific testing requirement.

Verification & Validation

These two terms are very confusing for people, who use them interchangeably.

Let's discuss about them briefly.

S.N. Verification Validation

1 Are you building it right? Are you building the right thing?

Ensure that the software system meets Ensure that functionalities meet the
2
all the functionality. intended behavior.

Verification takes place first and Validation occurs after verification and

3 includes the checking for mainly involves the checking of the

documentation, code etc. overall product.

4 Done by developers. Done by Testers.

TYPES OF TESTING

There are various types of testing is available. Each test type addresses a

specific testing requirement.

1) Unit Testing

Unit testing involves the design of test cases that validate that the internal program

logic is functioning properly, and that program inputs produce valid outputs. All

decision branches and internal code flow should be validated. It is the testing of

individual software units of the application .it is done after the completion of an

individual unit before integration. This is a structural testing, that relies on

knowledge of its construction and is invasive. Unit tests perform basic tests at

component level and test a specific business process, application, and/or system

configuration.

2) Functional Testing

Functional tests provide systematic demonstrations that functions tested

are available as specified by the business and technical requirements, system

documentation, and user manuals.

Functional testing is centered on the following items:

Valid Input : identified classes of valid input must be accepted.

Invalid Input : identified classes of invalid input must be

rejected.

Functions : identified functions must be exercised.

Output : identified classes of application outputs must be

exercised.

Systems/Procedures : interfacing systems or procedures must be

invoked.

3) System Testing

System testing ensures that the entire integrated software system meets

requirements. It tests a configuration to ensure known and predictable results. An

example of system testing is the configuration oriented system integration test.

System testing is based on process descriptions and flows, emphasizing pre-driven

process links and integration points.

4) White Box Testing

White Box Testing is a testing in which in which the software tester has knowledge

of the inner workings, structure and language of the software, or at least its

purpose. It is purpose. It is used to test areas that cannot be reached from a black

box level.

5) Black Box Testing

Black Box Testing is testing the software without any knowledge of the inner

workings, structure or language of the module being tested. It is a testing in which

the software under test is treated, as a black box .you cannot “see” into it. The test

provides inputs and responds to the outputs without considering how the software

works.

6) Integration Testing

Software integration testing is the incremental integration testing of two or more

integrated software components on a single platform to produce failures caused by

interface defects.The task of the integration test is to check that components or

software applications, e.g. components in a software system or – one step up –

software applications at the company level – interact without error.

7) Validation Testing

Validation testing is aims to demonstrate that the software functions in a manner

that can be reasonably expected by the customer. This tests the conformance the

software to the Software Requirements Specification.

Test Results: All the test cases mentioned above passed successfully. No defects

encountered.

CONCLUSION:

The objective of the study is to develop an English elearning system for the deaf.

This was created to help teachers present their lessons to students for their speech
one-on-one classes. The modules created English words used in a sentence which

answers a question and a speech-to-text function was implemented to convert the

sentence into a series of images. The speech-to-text is not only for converting

processes. They can modify, add and delete the contents of the English lesson.

Activities can also be added in the system so that deaf students can practice their

skills. All modules were integrated to develop the e-learning system. In this way,

students can be further motivate students to learn through enhanced visuals.

FUTURE ENHANCEMENT:

The implementation of e-learning within the deaf and dumb people learning

environment is hopefully to be broaden up by years not only in terms of the

technology itself but also in terms of the awareness level of how this approach

could be very effective and useful to the Deaf and dumb students generally. E-

learning designers should be aware of the existence of the users with hearing

impairment and will try to develop an e-learning environment which will be

effective to both normal hearing users and hearing impaired users. Finally, the

usage of technology for Deaf and dumb students in terms of learning should be

widen up not only by using an e-learning environment but also other available

technology that is seemed appropriate to be used according to their disability.

REFERENCES:

[1]Al-Bayati, M. A., & Hussein, K. Q. (2009). Effects of tutorial e-lessons for

hearing impaired persons on motivation towards learning (general science topic as

case study). European Journal of Scientific Research, 38(2), 189-198.

[2] Al-Osaimi, A., AlFedaghi, H., &Alsumait, A. (2009). User interface

requirements for e-learning program designed for deaf children. Proceedings of the

first Kuwait conference on e-Services and e-Systems (p.7).

[3]ACM.Berndsen, M., &Luckner, J. (2010).Supporting students who are deaf or

hard of hearing in general education classrooms: A Washington state case study.

Communication Disorders Quarterly, 33(2), 111-118.

doi:10.1177/1525740110384398.

[4] Bueno, F. J., Fernándezdel Castillo, J. R., Garcia, S., & Borrego, R. (2007). E-

learning content adaptation for deaf students. ACM SIGCSE Bulletin , 39(3), (pp.

271-275), ACM.

[5]Debevc, M., Stjepanovič, Z., &Holzinger, A. (2012).Development and

evaluation of an e-learning course for deaf and hard of hearing based on the

advanced Adapted Pedagogical Index method. Interactive Learning Environments,

1-16.
[6]Drigas, A. S., &Kouremenos, D. (2005). An e-learning management system for

the deaf people. WSEAS Transactions on Advances in Engineering Education,

1(2), 20-24.

[7]Fichten, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Nguyen, M. N.,

Klomp, R., &Wolforth, J. (2009). Disabilities and e-Learning problems and

solutions: An exploratory study. Educational Technology and Society, 12(4), 241-

256.

[8] Hastie, M., Dornan, D., Chen, N. S., & Smith, R. (2011). An Australasian e-

Learning solution to overcome the global pandemic that is paediatric hearing loss.

[9]Khwaldeh, S., Matar, N., &Hunaiti, Z. (2007). Interactivity in deaf classroom

using centralised E-learning system in Jordan. PGNet, ISBN, 1-9025. Nasr, M.

(2010).An enhanced e-learning environment for Deaf/HOH pupils.

[10]Ng, C.K, Liew, Y. T., Saripan, M. I., & Abas, A. F. (2007). Education for all:

disabled friendly Flexi e-learning system. Proceedings of AEESEAP regional

symposium on engineering education (pp. 120-124).

[11]Schwartz, M. (2002). Disability Studies for Teachers: Terminology Used to

Refer to Deaf Students. Centre of Human Policy. Syracuse University Straetz,

[12] K., Kaibel, A., Raithel, V., Specht, M., Grote, K., & Kramer, F. (2005). An e-

learning environment for deaf adults.