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Original Research Articles

Introduction of Indian Sign Language in Inclusive Education


SP Goswami ,

All India Institute of Speech and Hearing, Manasagangothri, Mysuru, IN
About SP

Dr. SP Goswami holds a Ph.D in Speech and Hearing; a PGDHRM degree and a MBA degree in Health Care Management. He is the first speech and hearing professional to receive the prestigious CV Raman fellowship from UGC, Government of India as Visiting Scholar at College of Applied Health Sciences, Department of Speech & Hearing Science, University of Illinois at Urbana-Champaign, USA. Presently, he is a Professor and Head of the Department of Speech-Language Pathology. He has more than 19 years of academic, clinical, research and administrative experience; and works in the area of Aphasia, ageing and neuro-cognitive communication disorders in adults and elderly. He has completed 22 research projects and published 45 research articles in national and international journals.

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GGR Anita Ravindra,

Demonstration School, Regional Institute of Education (RIE-NCERT), Mysuru, IN
About GGR Anita

Anita Ravindra teaches Economics at DMS, Regional Institute of Education (RIE-NCERT), Mysore.  She is a well-known figure in the field of disability in Mysore. Being a person with multiple disabilities herself, Anita believes strongly that persons with disabilities are on par with other individuals. She is the voice of disabled persons and a role model.

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Kanchan Sharma

JSS Polytechnic for Differently-abled, Mysuru, IN
About Kanchan

Kanchan Sharma is a certified sign language interpreter at JSS Polytechnic for Differently-abled in Mysuru. She has an experience of more than seven years. She believes in training every individual to use sign language for effective communication.

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Purpose: The predominant mode of human communication is speech, and whenever it is hindered, humans resort to the tactile-kinaesthetic mode. Use of sign language by persons with speech-hearing impairments is a classic example of such adaptation. The Demonstration School at the Regional Institute of Education in Mysuru, South India, undertook training of typically-developing students in Indian Sign Language (ISL), so as to facilitate communication and instruction of students with hearing impairment who are in mainstream learning environments.

Method: Training in ISL was imparted to 140 typically-developing students in higher primary classes. Twenty-four 40-minute sessions were conducted over a month. After theoretical orientation in logical bases of manual communication, practical training commenced with elementary manual alphabets, progressed through essential daily-life vocabulary necessary to construct simple sentences and carry out general conversations, and culminated in signing the Indian National Anthem.

Results: Typically-developing students gained primary benefits such as improved awareness about non-verbal communication modes, mastery of basic skills in ISL, and positive attitudes towards sign languages.

Conclusion: The UNCRPD 2006 authorises sign language as the linguistic identity of the Deaf, and encourages the use of sign language in learning environments. Future research should add to the findings on secondary benefits in the form of scholastic and sociometric advantages derived by students with hearing impairments who receive instructions in sign language in mainstream learning environments.

How to Cite: Goswami, S., Ravindra, G.A. and Sharma, K., 2020. Introduction of Indian Sign Language in Inclusive Education. Disability, CBR & Inclusive Development, 30(4), pp.96–110. DOI:
Published on 15 May 2020.


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