alexa Language, Identity and Technologies in Classrooms for the Differently- Abled
ISSN: 2375-4427

Journal of Communication Disorders, Deaf Studies & Hearing Aids
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Research Article

Language, Identity and Technologies in Classrooms for the Differently- Abled

Sangeeta Bagga-Gupta1,2* and Ingela Holmström3

1School HumES, Communication, Culture & Diversity Research Group, Örebro University, Sweden

2School of Education & Communication, Jönköping University, Sweden

3Department of Linguistics, Stockholm University, Sweden

*Corresponding Author:
Sangeeta Bagga-Gupta
School HumES, Communication, Culture & Diversity
Research Group, Örebro University, Sweden
Tel: 004619303589
E-mail: [email protected]

Received date: November 16, 2015 Accepted date: December 21, 2015, Published date: December 28, 2015

Citation: Bagga-Gupta S, Holmström I (2015) Language, Identity and Technologies in Classrooms for the Differently-Abled. Commun Disord Deaf Stud Hearing Aids 3:145. doi:10.4172/2375-4427.1000145

Copyright: © 2015 Bagga-Gupta S, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.



This paper reports upon some of the overarching findings from project CIT at the CCD research network based environment in Sweden. It highlights the ways in which individuals and institutions both use and also account for the roles that technologies, particularly hearing-technologies (like sound amplifying technologies, outer ear hearing aids, cochlear implants, bone anchored hearing aids etc.), play in disabling and enabling access for participation in societal arenas generally and learning in mainstream and segregated school settings particularly. Taking both a sociocultural oriented perspective and a decolonial framework on communication, identity positions and use-oftechnologies, the study presented in this paper focuses ethnographically framed analysis of data that critically explores the role that different types of technologies play in the lives of individuals who are deaf. Some previous and ongoing analysis of data from a mainstream school where a blind child is a member is also drawn upon for contrastive purposes (JC project). Data and relevant findings from the following parallel Deaf Studies projects at CCD are also drawn upon: RGD project, SS project and LISA-21 project.


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