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Android mobile phones are usually used in everyday life. QR (quick response) codes are one of the smart and interesting technologies to convey information fast and accurately through smartphones. So printing QR codes on different textiles by inkjet method concerns specific people, such as with Autism, and Down syndrome, deaf and dumb children and also people having Alzheimer’s disease, who do not have the ability to communicate to others properly; these people cannot know, express or remember information about their selves. So printing QR codes in their clothes can help improve their lives.

In this study, different factors affecting QR codes scanability on fabrics were examined to clarify optimum conditions of recognition and readability. This paper examines different factors as QR Code different resolutions, sizes and lighting conditions. Different weave structures were also used. A questionnaire was done in a deaf and dumb school, for clarifying how QR codes can improve communication to some extent with others, especially those who do not realize sign language. In this study, different factors affecting QR codes’ scanability on fabrics were examined to clarify the optimum conditions of recognition and readability. This paper examines different factors as QR Code different resolutions, sizes and lighting conditions. Different weave structures were also used. A questionnaire was done in deaf and dumb school, to clarifying how QR codes can improve communication to some extent with others who especially do not realize sign language.

The finding of this study can provide basic data for future researches on QR codes printing on textiles. The effect of weave structure on QR code reading is obvious, as code reading time consumed in the plain fabric is more than that required in a twill structure. This economical method can enhance wearer life, especially for some cases as deaf and dumb cases.

These creative functions will surprise users and motivate them to scan the Codes. Increasing utility of QR codes in the textile and clothing field, give sustainability to the wearer clothes and accessories.

Deafness and hearing impairments have a very interesting and ancient history. The term hearing impairments is used here to refer to any dysfunction of the hearing organ, regardless of the etiology, degree of hearing loss, and service provision implications. The history of hearing impairments can be traced back to centuries before Christ (BC). For instance, around 1000 BC a Hebrew law provided those with deafness and hearing impairments limited rights to own property and marry. Nonetheless, although this law protected people with hearing impairments from being cursed and maltreated by others, it did not grant them full participation in rituals of the temple (ASLInfo, 2010). People with hearing impairments were considered to be “subnormal” by great philosophers of that time. For instance, between 427 and 347 BC, Plato's philosophy of innate intelligence was the vogue. It claimed that all intelligence was present at birth. Therefore, all people were born with ideas and languages in their minds and required only time to demonstrate their outward sign of intelligence through speech. People with hearing impairments could not speak and were therefore considered incapable of rational thoughts and ideas. Indeed in 355 BC Aristotle was reported to have claimed that those who were born deaf would become stupid and incapable of reason. According to him, people with hearing impairments could not be educated because without the ability to hear, people could not learn. Greek which was spoken in his society was considered the perfect language and all people who did not speak Greek including people with deafness were considered Barbarians (ASLInfo, 2010).

The purpose of this paper is to provide a literature review of investigations into the specific disability of deafness in the field of sociology and other closely related fields.

After a pilot search using databases appropriate to social science research, we developed key search terms and, using an inductive approach, we identified major themes in the literature.

Our review shows that deafness has been investigated for a long time in sociology and other related fields, that there is a wide range of themes in scholarly work on the experiences of deaf communities and deaf people, and that conceptualizations of deafness and d/Deaf communities have changed over time. We organize this paper around six major themes we identified, and a few highlighted pieces of scholarship illustrate these themes along the way. We particularly focus on scholarship from the late 1960s through the early 1990s as emblematic of seismic shifts in studying deafness, although we do highlight little known nineteenth century work as well.

This paper captures the legacy of this past scholarship and reveals that deafness is a rich site of inquiry that can contribute to the field of sociology. It is also a valuable resource for any future sociological research into deafness, deaf people, and deaf communities. We conclude with a discussion of our findings, commentary on the extent to which previous scholarship on the sociology of deafness has or has not figured into current scholarship and suggestions for future research.

The main objective of this article is to contribute to the field of accessibility in the teaching of sign language in the international panorama, examining its applicability, evaluation methods as well as the assistive technologies used to improve teaching experiences and the creation of new materials, proposing a theoretical framework that relates the teaching of sign language at different academic levels, the training of teachers, as well as parents, and the use of technology to achieve educational inclusion. It follows that the adoption of hybrid technology approaches, following universal design principles, can help to integrate access to education and sign language literacy.

The working method used to carry out this work consists of a systematic review of the scientific literature. This is a research project based on the recapitulation of information about sign language in the international panorama and the improvements used for its instruction. For this purpose, the well-known PRISMA (Moher et al., 2009) is used to synthesize the search carried out. A systematic review of the articles published in scientific journals about pedagogy in the teaching of sign language in the international field and technological innovation for sign language teaching has been carried out, incorporating different approaches and personal assessments. The first phase of the method consists of identifying and analyzing the articles published in scientific journals on the teaching of sign language on the international scene and the importance of new educational models with the incorporation of various didactic adaptations, evaluating the selected articles over a period of time from 2009 to 2021. Six steps were used in the systematic review study (Figure 1). First, Steps 1–4 were conducted in 2020 and 2021 as part of a doctoral research. A schematic summary of Steps 1–4 is presented below, followed by Steps 5 and 6, added later to the study after completion of Step 4. In the case of the first four steps they were conducted by two researchers: the thesis tutor and the doctoral student, and Steps 5 and 6 were conducted by the Ph.

To carry out the analysis of the results, the codification of the variables was carried out. The selected studies are characterized by their international context with a final selection of 39 studies have found several variables that affect the relationship between the teaching of sign language in the international arena and the use of technological innovations to adapt their teaching to students (Figure 4). In this section we present the technology grouped variables included in each factor and the possibilities of standardization and applicability of sign language teaching in the international panorama. Within these articles, the importance of defining training programs in sign language for teachers and the need to evaluate teaching programs is identified, with a focus on actions to improve school curricula to achieve linguistic standardization and inclusion in the academic environment, as well as their use at all levels of education. Therefore, professional practices and cooperation between institutions such as: associations of families of deaf students and educational institutions must be improved, making it possible to give a quality education. Within the exclusion criteria, the articles that do not use sign language teaching tools (n = 45) were subsequently discarded, followed by the articles that do not indicate any intervention in students with disabilities (n = 48), concluding with the articles that nonsign language disability education (n = 44). Subsequently, among those selected, the technology articles that do not speak about sign language were discarded (n = 32), as well as the studies that protect indigenous language but not sign language (n = 33) and, to conclude, the linguistic normalization articles but do not cite sign language (n = 37).

Communication is the element by which the authors can understand each other with the rest of the people around us, in the diversity of language, within non-verbal language, the authors find sign language, the language of deaf and mute people, of families, as a professional employee and nowadays, learned by many non-deaf and mute people to achieve a more inclusive and integrated society with all people. Every country has the right to have its own sign language, especially one that claims its culture and customs, through non-verbal communication with which to express multiple meanings, emotions and intentions. It is essential to know and apply the technological advances that are being developed, promoting the right to autonomy and the defense of the indigenous language as a cultural element of the intangible heritage of each country. The use of technology allows the democratization of culture and access to information regardless of where one lives in the world, in an increasingly globalized society in which communication plays a fundamental role. In the case of the global pandemic, it has forced us to the advancement of home education and the use of efficient digital tools to achieve it such as videoconferencing, in the field of disability there are still many limitations on this use by the various companies that develop them. Within the inclusive educational research the authors must emphasize the need for equality of tools and content for all types of students, especially in sign language. Large digital gaps have been generated in families with and without resources at international level, which also have a member with a disability, this is pointed out in the research mentioning the current situation of the American continent, as well as the search for improvement of the tools and platforms in which they are developed.

Reference to the history of technological innovation in the 19th and early 20th centuries shows that its main effect has been to extend man's physical capabilities, very often at the expense of his freedom of thought and action. This has led to a steady increase in the standard of living of the average human being but not necessarily to the quality of life of much of the population shackled ‘on‐line’ to the means of production. This is because robotic behaviour, to date, has not been very high in terms of the level of ‘intelligence’ available, machines are generally blind, deaf, dumb and moronic.

The rise of special education in Norway dates back to the early 1880s. Originally, special education was strongly influenced by the Age of Enlightenment and religious and philanthropic commitment to disadvantaged children. This chapter describes the development of special education by examining five critical eras, namely, The Era of Philanthropy, the Era of Segregation – Protection for Society, The Era of Segregation-Best Interest of the Child, The Age of Integration – Social Critique and Normalization, and The Age of Inclusion. Also, included are sections on the origins of public education, teacher preparation aspects, approaches to special education, working with families, and important legislative acts that support the right to education for students with disabilities. The chapter also explores the tension that exists today between regular and special education due to Norwegian legislation that emphasizes that students that do not benefit from regular education have a right to special education. The chapter concludes with a discussion about the future challenge to special education, namely, the efficacy of special education.

The research for this study engages and assesses the relationship of the media from the 20th to the 21st century, combining scholar activism and public leadership in the disability rights movement. Having chronicled the disability rights movement from its roots, this chapter presents the discourse of media and movement, sampling mainstream media along with the advocacy and alternative media in support of disability rights. A range of media forms are engaged from advocacy bulletins to mainstream news media to public broadcasts that represent the diversity and complexity of the movement as it continues into the 21st century, pressing for the universalism of human rights for all.

CANADA, until the last generation or two, has been basically a pioneer country but two world wars have changed all this and the economy has moved from an agricultural to a manufacturing community able to provide a standard of living second to that of the United States. (At the present time only 10.8 per cent of Canadians live on farms according to the 1961 census.) Natural resources, such as timber, wheat and mining, continue to play, however, an important role in the life of the nation. As in most developing and pioneer countries, learning has had to assume a secondary role compared with other enterprises and activities. This is gradually beginning to change as more people continue in school and the percentage of individuals attending university increases. Established organizations, like the National Film Board and the Canadian Broadcasting Corporation, catering to mass culture, have been strengthened and enlarged and new establishments, like the Canada Council and the Stratford Shakespearean Festival, of narrower function and appeal, have been set up. The Library movement, not the least of learning agencies, is gaining strength every day. In this paper some of the interesting new developments of the last ten years in the latter field will be discussed. Of necessity, much is abbreviated; a lot is ignored. Data selected has been based on the most recent sources; hence the variety in dates.

During the last two decennia ‘disability’ increasingly has been considered by various academic disciplines like sociology, literature, social sciences, geography and history as a fresh and innovative analytical category with the transformative potential of race, gender, class and sexuality. At the heart of this development is a comprehensive transformation of what is understood by ‘disability’. Traditionally, ‘disability’ was considered to be nothing more than an objective and invariable part of the human body. Nowadays ‘disability’ is primarily presented as the contingent result of the complex and manifold interactions between an individual’s body and its surrounding multilayered reality. This new meaning of ‘disability’ especially has been put forward by what has come to be known as Disability Studies.