The life experiences of deaf Georgian students during the COVID-19 lockdowns: A time of quiet waiting

References

• Abulashvili, S., Khuroshvili, M., & Verulava, T. (2021). სკოლებში ადაპტირებული გარემოს ხელმისაწვდომობის კვლევა ყრუ/სმენადაქვეითებული ბავშვებისათვის [Access to an adapted school environment for deaf/hard of hearing children]. Health Policy, Econometrics and Sociology, 6(1), 1–11.
   Google Scholar
• Aljedaani, W., Krasniqi, R., Aljedaani, S., Mkaouer, M. W., Ludi, S., & Al-Raddah, K. (2022). If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: A literature review. Universal Access in the Information Society, 22(3), 1027–1046. https://doi.org/10.1007/s10209-022-00897-5
   Web of Science ®Google Scholar
• Allen, J., Mahamed, F., & Williams, K. (2020). Disparities in education: E-learning and COVID-19, who matters? Child & Youth Services, 41(3), 208–210. https://doi.org/10.1080/0145935X.2020.1834125
   Web of Science ®Google Scholar
• Al Majali, S. A., & Alghazo, E. M. (2021). Mental health of individuals who are deaf during COVID-19: Depression, anxiety, aggression, and fear. Journal of Communication and Psychology, 49(6), 2134–2143. https://doi.org/10.1002/jcop.22539
   PubMed Web of Science ®Google Scholar
• Alsadoon, E., & Turkestani, M. (2020). Virtual classrooms for hearing-impaired students during the coronavirus COVID-19 pandemic. Revista Romaneasca Pentru Educatie Multidimensionala [Romanian Magazine for Multidimensional Education], 12(2), 1–8. https://doi.org/10.18662/rrem/12.2/262
   Google Scholar
• Alshawabkeh, A. A., Woolsey, M. L., & Kharbat, F. F. (2021). Using online information technology for deaf students during COVID-19: A closer look from experience. Heliyon, 7(5), 1–12. https://doi.org/10.1016/j.heliyon.2021.e06915
   Web of Science ®Google Scholar
• Altena, E., Baglioni, C., Espie, C. A., Ellis, J., Gavriloff, D., Holzinger, B., Schlarb, A., Frase, L., Jernelöv, S., & Riemann, D. (2020). Dealing with sleep problems during home confinement due to the COVID-19 outbreak: Practical recommendations from a task force of the European CBT-I Academy. Journal of Sleep Research, 29(4), https://doi.org/10.1111/jsr.13052
   Web of Science ®Google Scholar
• Angelides, P., & Aravi, C. (2006). A comparative perspective on the experiences of deaf and hard of hearing individuals as students at mainstream and special schools. American Annals of the Deaf, 151(5), 476–487. https://doi.org/10.1353/aad.2007.0001
   PubMed Web of Science ®Google Scholar
• Ashraf, S., Jahan, M., & Saad, M. (2021). Educating students with hearing impairment during COVID-19 pandemic: A case of inclusive and special schools. Review of Applied Management and Social Sciences, 4(4), 783–794. https://doi.org/10.47067/ramss.v4i4.183
   Google Scholar
• Azevedo, J. P., Gutierrez, M., de Hoyos, R., & Saavedra, J. (2021). The unequal impacts of COVID-19 on student learning. Primary and Secondary Education During COVID-19, 421–459. https://doi.org/10.1007/978-3-030-81500-4_16
   Google Scholar
• Barone Gibbs, B., Kline, C. E., Huber, K. A., Paley, J. L., & Perera, S. (2021). COVID-19 shelter-at-home and work, lifestyle and well-being in desk workers. Occupational Medicine, 71(2), 86–94. https://doi.org/10.1093/occmed/kqab011
   PubMed Web of Science ®Google Scholar
• Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937
   Google Scholar
• Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association.
   Google Scholar
• Casagrande, V. (2013). Learning languages in social networks: Deaf people’s perception of Facebook as a linguistic environment [Doctoral dissertation]. Ca’ Foscari University of Venice. http://hdl.handle.net/10579/4561.
   Google Scholar
• Castro, H. C., Lins Ramos, A. S., Amorim, G., & Ratcliffe, N. A. (2020). COVID-19: Don’t forget deaf people. Nature, 579(7799), 343–343. https://doi.org/10.1038/d41586-020-00782-2
   PubMed Web of Science ®Google Scholar
• Cavender, A. C., Bigham, J. P., & Ladner, R. (2009). Class in-focus: Enabling improved visual attention strategies for deaf and hard-of-hearing students. In Proceedings of the 11th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 67–74). Association for Computing Machinery.
   Google Scholar
• Cedervall, Y., & Åberg, A. C. (2010). Physical activity and implications for well-being in mild Alzheimer’s disease: A qualitative case study on two men with dementia and their spouses. Physiotherapy Theory and Practice, 26(4), 226–239. https://doi.org/10.3109/09593980903423012
   PubMedGoogle Scholar
• Chanchlani, N., Buchanan, F., & Gill, P. J. (2020). Addressing the indirect effects of COVID-19 on the health of children and young people. Canadian Medical Association Journal, 192(32), https://doi.org/10.1503/cmaj.201008
   Web of Science ®Google Scholar
• Chanturidze, M., & Verulava, T. (2018). შშმპ დასაქმების პოლიტიკა საქართველოში და ალტერნატიული გზები. ჯანდაცვის პოლიტიკა, ეკონომიკა და სოციოლოგია [Disability employment policy in Georgia and alternate roads]. Health Policy, Economics, and Sociology, 4(1), 1–24.
   Google Scholar
• Delegation of the European Union to Georgia. (2020). EU announces support package for Georgia [Press release]. EU announces support package for Georgia | EEAS.
   Google Scholar
• EFA Education Coalition. (2020). რა უნდა გავითვალისწინოთ 2020-2021 აკადემიური წლისათვის [Considerations for academic years 2020–2021]. რა უნდა გავითვალისწინოთ 2020-2021 აკადემიური წლისათვის.
   Google Scholar
• Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), https://doi.org/10.1073/pnas.2022376118
   PubMed Web of Science ®Google Scholar
• Erll, A. (2020). Afterword: Memory worlds in times of corona. Memory Studies, 13(5), 861–874. https://doi.org/10.1177/1750698020943014
   Web of Science ®Google Scholar
• Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigour using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92. https://doi.org/10.1177/160940690600500107
   Google Scholar
• Foster, S. (2019). Outsider in the deaf world: Reflections of an ethnographic researcher. Journal of the American Deafness and Rehabilitation Association, 27(3), 1–11. https://repository.wcsu.edu/jadara/vol27/iss3/6.
   Google Scholar
• Fuentes, P. S. C., Bravo, M. D. M. P., & Guillén, M. D. L. (2019). Perceived quality of care and satisfaction for deaf people with regard to primary care in a health area in the region of Murcia. Enfermería Global, 18(2), 303–322. https://doi.org/10.6018/eglobal.18.2.344761
   Google Scholar
• Guardino, C., & Cannon, J. E. (2016). Deafness and diversity: Reflections and directions. American Annals of the Deaf, 161(1), 104–112. https://doi.org/10.1353/aad.2016.0016
   PubMed Web of Science ®Google Scholar
• Guest, G., MacQueen, K., & Namey, E. (2012). Introduction to thematic analysis. In G. Guest, K. MacQueen, & E. Namey (Eds.), Applied thematic analysis (pp. 3–21). SAGE Publications.
   Google Scholar
• Gugenheimer, J., Plaumann, K., Schaub, F., Di Campli San Vito, P., Duck, S., Rabus, M., & Rukzio, E. (2017). The impact of assistive technology on communication quality between deaf and hearing individuals. Proceedings of the 2017 ACM Conference on Computer-Supported Cooperative Work and Social Computing (pp. 669–682).
   Google Scholar
• Haakma, I., Janssen, M., & Minnaert, A. (2017). A literature review on the psychological needs of students with sensory loss. The Volta Review, 116(1/2), 29–58. https://doi.org/10.17955/tvr.116.1.2.768
   Google Scholar
• Hindley, P. A. (2005). Mental health problems in deaf children. Current Paediatrics, 15(2), 114–119. https://doi.org/10.1016/j.cupe.2004.12.008
   Google Scholar
• Holloway, I., & Todres, L. (2003). The status of method: Flexibility, consistency and coherence. Qualitative Research, 3(3), 345–357. https://doi.org/10.1177/1468794103033004
   Google Scholar
• Jackson, C. W., Traub, R. J., & Turnbull, A. P. (2008). Parents’ experiences with childhood deafness. Communication Disorders Quarterly, 29(2), 82–98. https://doi.org/10.1177/1525740108314865
   Google Scholar
• Karunaratne, N., & Karunaratne, D. (2020). The implications of hearing loss on a medical student: A personal view and learning points for medical educators. Medical Teacher, 43(11), 1333–1334. https://doi.org/10.1080/0142159X.2020.1839036
   PubMed Web of Science ®Google Scholar
• Kritzer, K. L., & Smith, C. E. (2020). Educating deaf and hard-of-hearing students during COVID-19: What parents need to know. Hearing Journal, 73(8), 32. https://doi.org/10.1097/01.HJ.0000695836.90893.20
   Google Scholar
• Kushalnagar, R. (2019, October 28–30). A classroom accessibility analysis app for deaf students [Paper presentation]. The 21st International ACM SIGACCESS Conference on Computers and Accessibility, Pittsburgh, PA, USA.
   Google Scholar
• Kvirkvelia, N., & Tsitsagi, M. (2021). Impact of COVID-19 on tourism in Georgia: An overview. Georgian Geographical Journal, 1(1), 27–33. https://doi.org/10.52340/ggj.2021.08.10
   Google Scholar
• Lazzari, M., & Baroni, F. (2020). Remote teaching for deaf pupils during the COVID-19 emergency. In Proceedings of the IADIS Conference on E-learning 2020 (pp. 170–174). IADIS.
   Google Scholar
• Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, 4(3), 324. https://doi.org/10.4103/2249-4863.161306
   PubMedGoogle Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. In Y. S. Lincoln, & E. G. Guba (Eds.), Naturalistic enquiry (pp. 289–332). Sage.
   Google Scholar
• Loima, J. (2020). Socio-educational policies and COVID-19: A case study on Finland and Sweden in the spring 2020. International Journal of Education and Literacy Studies, 8(3), 59. https://doi.org/10.7575/aiac.ijels.v.8n.3p.59
   Google Scholar
• Lynn, M. A., Templeton, D. C., Ross, A. D., Gehret, A. U., Bida, M., Sanger, T. J., & Pagano, T. (2020). Successes and challenges in teaching chemistry to deaf and hard-of-hearing students in the time of COVID-19. Journal of Chemical Education, 97(9), 3322–3326. https://doi.org/10.1021/acs.jchemed.0c00602
   Google Scholar
• Mahmood, F., Acharya, D., Kumar, K., & Paudyal, V. (2021). Impact of COVID-19 pandemic on ethnic minority communities: A qualitative study on the perspectives of ethnic minority community leaders. BMJ Open, 11(10), 10. https://doi.org/10.1136/bmjopen-2021-050584
   Web of Science ®Google Scholar
• Maiorana-Basas, M., & Pagliaro, C. M. (2014). Technology use among adults who are deaf and hard of hearing: A national survey. Journal of Deaf Studies and Deaf Education, 19(3), 400–410. https://doi.org/10.1093/deafed/enu005
   PubMed Web of Science ®Google Scholar
• Makhashvili, N., Javakhishvili, J. D., Sturua, L., Pilauri, K., Fuhr, D. C., & Roberts, B. (2020). The influence of concern about COVID-19 on mental health in the Republic of Georgia: A cross-sectional study. Globalization and Health, 16(1), 2–10. https://doi.org/10.1186/s12992-020-00641-9
   PubMed Web of Science ®Google Scholar
• Maldonado, J. E., & De Witte, K. (2021). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754
   Web of Science ®Google Scholar
• Mantzikos, C. N., & Lappa, C. S. (2020). Difficulties and barriers in the education of deaf and hard of hearing individuals in the era of COVID-19: The case of Greece – a viewpoint article. European Journal of Special Education Research, 6(3), 75–95. https://doi.org/10.46827/ejse.v6i3.3357
   Google Scholar
• Matud, M. P. (2004). Gender differences in stress and coping styles. Personality and Individual Differences, 37(7), 1401–1415. https://doi.org/10.1016/j.paid.2004.01.010
   Web of Science ®Google Scholar
• McDonald, G. (2000). Cross-cultural methodological issues in ethical research. Journal of Business Ethics, 27(1/2), 89–104. https://doi.org/10.1023/A:1006406505398
   Web of Science ®Google Scholar
• McElwain, N. L., & Volling, B. L. (2005). Preschool children’s interactions with friends and older siblings: Relationship specificity and joint contributions to problem behaviour. Journal of Family Psychology, 19(4), 486–496. https://doi.org/10.1037/0893-3200.19.4.486
   PubMed Web of Science ®Google Scholar
• McNeill, H. (1985). Why study history. The American Historical Association.
   Google Scholar
• Ministry of Education and Science of Georgia. (2020). Pandemic and general education in Georgia. https://mes.gov.ge/mesgifs/1609844890_2020-Annual-report-ENG.pdf
   Google Scholar
• Mooney-Somers, J., Perz, J., & Ussher, J. M. (2008). A complex negotiation: Women’s experiences of naming and not naming premenstrual distress in couple relationships. Women & Health, 47(3), 57–77. https://doi.org/10.1080/03630240802134134
   PubMed Web of Science ®Google Scholar
• Murray, J. J. (2020). Improving signed language and communication accessibility during COVID-19 Pandemic [online exclusive]. The Hearing Journal. https://journals.lww.com/thehearingjournal/blog/onlinefirst/pages/post.aspx?PostID=66
   Google Scholar
• Napier, J. (2004). Interpreting omissions. Interpreting: International Journal of Research and Practice in Interpreting, 6(2), 117–142. https://doi.org/10.1075/intp.6.2.02nap
   Google Scholar
• Nkoala, S. (2022). Educators’ experiences of using multilingual pedagogies during emergency remote teaching: A case study of South African universities. International Journal of Multilingualism, 1–14. https://doi.org/10.1080/14790718.2022.2074012
   Web of Science ®Google Scholar
• Oleszkiewicz, A. (2021). Blindness enhances interpersonal trust, but deafness impedes the social exchange balance. Personality and Individual Differences, 170, 110425. https://doi.org/10.1016/j.paid.2020.110425
   Web of Science ®Google Scholar
• Ornell, F., Schuch, J. B., Sordi, A. O., & Kessler, F. H. P. (2020). “Pandemic fear” and COVID-19: Mental health burden and strategies. Brazilian Journal of Psychiatry, 42(3), 232–235. https://doi.org/10.1590/1516-4446-2020-0008
   PubMed Web of Science ®Google Scholar
• Pachkoria, T., Laghidze, A., & Hegna, H. (2012). განათლების სისტემა სმენის დარღვევის მქონე მოსწავლეებისთვის. რედ. პაჭკორია, თ. მენის დარღვევის მქონე მოსწავლეების სწავლება. [Educational Systems for Deaf and Hard-of-Hearing Students]. In T. Pachkoria (Ed.), Teaching Students with Hearing Impairment (pp. 55–88). The Portal of National Curriculums.
   Google Scholar
• Polkinghorne, D. E. (2007). Validity issues in narrative research. Qualitative Inquiry, 13(4), 471–486. https://doi.org/10.1177/1077800406297670
   Web of Science ®Google Scholar
• Ramadhana, M. R., Karsidi, R., Utari, P., & Kartono, D. T. (2020). Building communication with deaf children during the COVID-19 pandemic. In Proceedings of the 6th International Conference on Social and Political Sciences (ICOSAPS 2020) (pp. 1–8). Atlantis Press.
   Google Scholar
• Ramsey, C. (2004). What does culture have to do with the education of students who are deaf or hard of hearing? In B. Brueggemann (Ed.), Literacy and deaf people: Cultural and contextual perspectives (pp. 47–58). Gallaudet University Press.
   Google Scholar
• Rui Xia Ang, J., Liu, P., McDonnell, E., & Coppola, S. (2022, April 29–May 5). In this online environment, we’re limited. CHI Conference on Human Factors in Computing Systems, New Orleans, LA, USA.
   Google Scholar
• Rusieshvili, M., & Gözpınar, H. (2014). Similar and unique in the family: How to raise children (using examples of Turkish and Georgian proverbs relating to children). Journal of Language and Linguistic Studies, 10(1), 67–77.
   Google Scholar
• Shin, S. (2020). The forgotten victims of the pandemic: The deaf community. https://www.ozy.com/news-and-politics/the-forgotten-victims-of-the-pandemic-the-deaf-community/303802/
   Google Scholar
• Singh, M. M., Garg, S., Deshmukh, C. P., Borle, A., & Wilson, B. S. (2021). Challenges of the deaf and hearing impaired in the masked world of COVID-19. Indian Journal of Community Medicine, 46(1), 11. https://doi.org/10.4103/ijcm.IJCM_581_20
   PubMed Web of Science ®Google Scholar
• Smith, C., & Colton, S. (2020). Creating a YouTube channel to equip parents and teachers of students who are deaf. Journal of Technology and Teacher Education, 28(2), 453–461. https://www.learntechlib.org/primary/p/216283/.
   Google Scholar
• Swanwick, R., Oppong, A. M., Offei, Y. N., Fobi, D., Appau, O., Fobi, J., & Mantey, F. F. (2020). The impact of the COVID-19 pandemic on deaf adults, children and their families in Ghana. Journal of the British Academy, 8, 141–165. https://doi.org/10.5871/jba/008.141
   Google Scholar
• Szarkowski, A., & Dirks, E. (2021). Fathers of young deaf or hard-of-hearing children: A systematic review. The Journal of Deaf Studies and Deaf Education, 26(2), 187–208. https://doi.org/10.1093/deafed/enaa039
   PubMed Web of Science ®Google Scholar
• Takala, M., Kuusela, J., & Takala, E.-P. (2000). ‘A good future for deaf children’: A five-year sign language intervention project. American Annals of the Deaf, 145(4), 366–374. https://doi.org/10.1353/aad.2012.0078
   PubMed Web of Science ®Google Scholar
• Tamres, L. K., Janicki, D., & Helgeson, V. S. (2002). Sex differences in coping behaviour: A meta-analytic review and an examination of relative coping. Personality and Social Psychology Review, 6(1), 2–30. https://doi.org/10.1207/S15327957PSPR0601_1
   Web of Science ®Google Scholar
• Tigwell, G. W., Peiris, R. L., Watson, S., Garavuso, G. M., & Miller, H. (2020, October 26–28). Student and teacher perspectives of learning ASL in an online setting [Conference paper]. The 22nd International ACM SIGACCESS Conference on Computers and Accessibility, Athens, Greece.
   Google Scholar
• Tomasuolo, E., Gulli, T., Volterra, V., & Fontana, S. (2021). The Italian deaf community at the time of coronavirus. Frontiers in Sociology, 5, https://doi.org/10.3389/fsoc.2020.612559
   PubMedGoogle Scholar
• Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100–110. https://doi.org/10.5430/jnep.v6n5p100
   Google Scholar
• Vertegaal, R., Weevers, I., & Sohn, C. (2002, 20 April). GAZE-2: An attentive video conferencing system. In Proceedings of the CHI ‘02 Extended Abstracts on Human Factors in Computing Systems, Kingston, ON, Canada (pp. 736–737). https://doi.org/10.1145/506443.506572
   Google Scholar
• Weaver, K. A., & Starner, T. (2011). We need to communicate!. The Proceedings of the 13th International ACM SIGACCESS Conference on Computers and Accessibility.
   Google Scholar
• Whitney, K. S., & Whitney, K. (2022). Inaccessible media during the COVID-19 crisis intersects with the language deprivation crisis for young deaf children in the U.S. Children and Media Research and Practice During the Crises of 2020, 31–34. https://doi.org/10.4324/9781003273998-9
   Google Scholar
• World Federation of the Deaf. (2003). Position paper regarding the United Nations convention on the rights of people with disabilities, ad hoc committee on a comprehensive and integral international convention on the protection and promotion of the rights and dignity of persons with disabilities. https://www.un.org/esa/socdev/enable/rights/contrib-wfd.htm
   Google Scholar
• Yogman, M., Garfield, C. F., Bauer, N. S., Gambon, T. B., Lavin, A., Lemmon, K. M., Mattson, G., Rafferty, J. R., & Wissow, L. S. (2016). Fathers’ roles in the care and development of their children: The role of paediatricians. Pediatrics, 138(1), 1. https://doi.org/10.1542/peds.2016-1128
   Web of Science ®Google Scholar