Teaching’ Language Skills with Comics: A Case Study in Adolescent Girl with Deafness

The present study the structured and differentiated teaching of language skills through virtual representation with comics to a deaf high school student according to the pedagogical point of view of [TISIPofSET]. In the work cases it is investigated whether the language teacher can teach a deaf student the text with targeted steps teaching with comprehension exercises of graded difficulty and with learning readiness activities of mental abilities. More specifically the study focuses on teaching through the comic game that is “played” with fixed and moving cards in the personalized dossier which use as a 3D cognitive engine.

The methodology of the case study of the deaf student is oriented towards the educational model for disabilities and applicate the pedagogical tool TISIPofSET. According to this, the teacher applies the pedagogical principles that state that it is a Targeted, Individual, Didactically Structured Differentiated, Inclusive, Special Education Program and Training in the secondary for the deaf. With the intervention methodology of special educational needs [SENs] for deafness, the teacher in the secondary class differentiates the events and dialogues between the characters and the comedian, according to the text, individualizing memory and concentration skills so that the student to understand the content of a specific text with the illustrated rendering of the Homeric epic.

Results present data from evaluation files of five instructional interventions focusing on visual memory readiness, student imagination, text comprehension, and memorization with differentiated instruction through comic card games. In the conclusions it is noted that interventions in language skills from the neurodevelopmental areas of mental abilities and emotional organization support bilingual differentiated and balanced teaching.