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Framework for Development of Cognitive Technology for Children with Hearing Impairments Amal Dandashi, Abdelghani Karkar, Jihad AlJaam

Samir Abou El-Seoud, Osman Ibrahim

Department of Computer Science Qatar University Doha, Qatar (amal.dandashi;a.karkar;jaam)@qu.edu.qa

Department of Computer Science The British University in Egypt Cairo, Egypt (Samir.Elseoud;osman.ibrahim)@bue.edu.eg

Abstract—The main aim of this study is to investigate the needs

communicate. Children with HI, and their families should be given the opportunity to learn sign language. Early intervention can facilitate their linguistic and educational skills. Improving access to education for these children would decrease unemployment rates among them at a later stage.

of people with HI in the Arab world, and propose a system design that would help alleviate the challenges they face. The system design is centered on Arabic-based Natural Language Processing, with the objectives focused on presenting a multiple component educational system that utilizes multimedia-based learning, to enhance the cognitive and communication skills of children with HI. Keywords— cognitive technology; Arabic natural language processing; hearing impairments

I.

INTRODUCTION

According to the recent report of the World Health Organization WHO (Feb. 2013, www.who.int/en), there are 360 million people with Hearing Impairments (HI), and among them 32 million are children. This number represents 5% of the world‟s population. According to a report published by the World Federation of Deaf [1] the number of people with HI exceeds 731,000 in the Arab region. According to Qatar Statistics Authority data, it is estimated that 9.3% of people with special needs in Qatar have HI [2]. The authors in [3] conducted a national household survey to estimate the prevalence and causes of HI in Egypt. From 6 randomly selected governorates (Alexandria, Dakahlia, Luxor, Marsa Matrouh, Minia and North Sinai), 4000 individuals were screened for hearing loss. The prevalence of hearing loss was 16.0% with no significant sex differences. Similar estimates are available in other Gulf and Arab countries. There are several causes and levels of severity of HI. According to Mutalib and others [4], HI can occur in the outer, middle or inner ear, and occurs in different degrees. Many children with HI in developing countries do not attend schools, and face major communication and societal difficulties throughout their lives. These children are in need of special needs instructors, speech therapists and sign language specialists. The lack of these specialists in the Arab World causes a great impediment to their cognitive and communication skills, and educational and career opportunities. Children with HI are hence not empowered to grow up as autonomous adults and live their entire lives relying on special care from their families. Therefore, urgent and immediate action should be taken to help them learn and

The World Health Organization mentions that the available tools such as hearing aids for the hearing impaired provide at most 10% of these people‟s needs. They deserve to be given an opportunity to learn so they can be integrated into the society, and that can be done by providing them with the necessary educational and communicative tools to limit their exclusion. Although there have been many substantial developments of assistive educational tools for people with HI, not many of them have been designed to accommodate the needs of the people in the Arab world. In this study we investigate the details of the needs of children with HI in the Arab world. Our findings depict major shortage of educational resources for these children. In order to alleviate their educational and communication hardships, we present a framework for an automated pedagogical system that relies on the use of multimedia learning. The proposed system utilizes Arabic NLP techniques, and 3D avatar-based sign language translations. The following elements are considered within the design of the proposed system: learning styles of children with HI, communication modes and limitation, and needs analysis findings. The following section details the previous works that have been accomplished in the assistive technology field. Section 3 elaborates information about the framework of the proposed system design, and needs analysis of children with HI. Section 4 contains descriptive information of the system design and functionalities of each component. And finally, section 5 provides a conclusion of the study, and elaborates on limitations, difficulties and future work considerations. II.

PREVIOUS WORK

Many research works have been proposed recently to help people with HI to learn and communicate. Luo et al. [5] launched a project to design and implement a mixed reality system that simulates classroom assistive learning. They tested the system on 15 students with HI in China. Results depicted

that mixed reality learning was very effective for classroom assisting, and the cognitive experience of the students were mostly positive with minor drawbacks. McAndrew et al. [6] proposed a content personalization system to help people with HI and others in a University setting. The objective was to reinforce accessibility. Ping et al. [7] built an assistive learning system to help the children with HI learn the Malay language. It was tested and evaluated with Hofstede's Cultural Dimensions in mind, in an effort to study which cultural aspects may be beneficial for the hearing impaired children's cognition. Evaluations depicted that the system was very helpful, provided that they have teacher assistance when needed and that they can work in groups. Rekkedal [8] explored HI children's experiences with different hearing technologies. The study included 153 students between the grades of 5-10, and all oral speakers. Results suggested that males tend to prefer hearing aids more than female do. People with severe hearing loss are more likely to accept hearing technologies such as hearing aids or cochlear implants. High self-esteem was found to be highly related to acceptance of hearing technologies among students with HI. Shaffiei et al. [9] solved a reported problem by parents of children with HI that had problems learning the six basic sounds, known as Ling-6 Sounds. An assistive courseware software was developed to assist them in learning in their mother language. Results proved that the system was cognitively beneficial for the children with HI, as it has attractive graphics, videos, and animations. Lin et al. [10] conducted a research study aiming to reduce the cognitive load of children with HI through the use of virtual environments in the cognitive process. They designed a 3D virtual reality system with a maze including a leading and reference object to test on. The evaluations concluded that the 3D virtual reality environment allowed them to establish space perception which leads to increased flexible thinking. This in turn, relieved the students from the cognitive overload they go through in conventional learning styles. Bastanfard et al. [11] developed a multimedia-based speech therapy system to aid children with HI in the language learning process. The system was developed for Iranian children to learn the Persian language. Cho et al. [12] proposed the development of mobile multimedia games to aid vocal rehabilitation of children with HI. The games use phonetic and speech training/correction and run on smart phones to enable users to practice at any time or place. The authors of this study suggested the development of a hearing training program, so that the children with HI can use the mobile games to test and practice their phonetic knowledge. Adaptive and personalized learning through mobile devices is an important and challenging research flied as stated in the EU‟s Seventh Framework Program (FP7). Nevertheless, all these projects have given limited attention to the exploitation of the learning and mobile context for providing learners with learning experiences delivered via mobile devices and tailored to their educational needs, personal characteristics and particular circumstances. Unfortunately, we don‟t have large scale research projects in

the Arab countries dedicated to help the people with special needs to learn and communicate. All the current initiatives are still moderate, as follows: Al Dosri et al. [13] developed an ArSL translation and chat system to enable people with HI to communicate with each other as well as with other people with no impairments, preventing social isolation. Rousan et al. [14] developed an automated video-based ArSL system using hidden Markov models. The system uses a set of samples to recognize 30 Arabic words, and operates in sign dependent or independent modes. It does not require the user to use data gloves or other input devices, but allows for free gesture performance. Experimental results indicated 98% recognition accuracy for signer-dependent cases and 94% accuracy for signerindependent cases. Halawani [15] proposed an ArSL mobile translation system that people with HI can easily carry around and use upon demand. The system translates Arabic text into ArSL animations on smart phones. The author notes that the proposed system is still incomplete and stands gain a lot from further performance improvement using different techniques. Mohandes et al. [16] presented an image-based ArSL recognition system. The system utilizes a Gaussian model to detect the face of the user, and the detected face is then used to track the user's hand movements using a sequence of images comprising the Arabic signs. A Markov model is then used in the recognition stage. Evaluation results include a 93% recognition accuracy rate for a set of 300 signs. Although there have been many substantial assistive educational tools for people with HI, not many of them have been designed to accommodate the needs of the people in the Arab world. Needless to say, if we are to attempt to alleviate their educational and communication hardships, much work is required in the assistive technology field, specifically with the use of Arabic natural language processing, and 3D avatarbased sign language translations. III.

FRAMEWORK FOR SYSTEM DESIGN

This section consists of a detailed description of the proposed system design, starting with information about the best learning styles for children with HI, going on to information about communication modes and limitations, and lastly elaborating our needs analysis information gathering process and summarizing the findings. A. Learning Styles for People with Hearing Impairments Often children with HI face challenges understanding text, due to limited vocabulary and language inadequacies. Many children, particularly in the Arab world cannot comprehend text material, or cannot read at all. Reading or studying from books will be easier for them if their prior knowledge participates in forming the meaning of the words, this can be done by providing background information on the topic prior to reading or providing physical examples of words. Children learn most by reading silently, rather than reading out loud, because the task of oral reading requires more effort and interferes with comprehension. Current techniques used by teachers in the classroom include breaking the learning task into sub-components, using examples, conducting field trips,

using teaching aids, using activity oriented approaches, and summing up at the end of class. Teaching Learning Materials (TLM) refers to a spectrum of educational materials that instructors use while teaching to enforce specific learning objectives. Studies have indicated that learning occurs through: 11% from the sense of hearing, and 83% from sight [17]. This is true for all children. For children with HI, an effective learning technique would be combining sight with hands-on action. Using TLM in an inclusive classroom is vital to ensure enhanced cognition for children with HI. Examples of TLM used are storybooks, flashcards, blocks, games, videos, model clay, overhead projector transparencies, etc. TLM is used to encourage learning through all senses such as sight, smell, touch, taste. TLM also allows students to have increased motivation, concentration, better comprehension, understand complex concepts by simplifying them, and learning through correlation, clarity, coordination and interconcept relationships. TLM may be used throughout all the steps of the learning process, including the introduction, explanation, homework, assessment, and revision. A good TLM example to use in a classroom for children with HI is the use of multimedia lessons or multimedia samples, lessons, games and exercises as part of the lesson. In order to make such TLM materials more efficiently available to teachers, we propose a system that dynamically generates TLM multimedia materials like photos and videos that can complement any new lesson or concept being given in the classroom. B. Communication Methods of People with HI For children with HI, there are three main communication methods: (1) Oralism: assumes the oral speaking mode as the main communication mode, where the child with HI uses hearing aids or cochlear implants and is given training and exposure to comprehend language through listening. Speech reading may also be a part of the training as a support for the auditory input. If appropriate training is given to the child in a supportive learning environment inclusive on special needs instructors and family, the child can eventually develop adequate speaking language. Oralism is positive for children with HI because it leads to social inclusion, facilitated and independent communication and learning. However, the road to oralism for children with HI is slow and tedious and requires great technical, educational and familial support which is not readily available in the Arab world. (2) Educational Bilingualism: assumes the visual mode (using sign language) to be the primary communication mode, while verbal language is considered as the secondary communication mode. Speech reading may also be used as a support system while communicating with a non-signer. Educational Bilingualism is often considered the best mode for children with HI as most of them are biologically tuned to process visual language, and this helps to develop their communication skills more rapidly. When language development occurs age appropriately to children with HI, their literacy, knowledge and personality develop

automatically and fluently. Sign language (visual language) comes to children with HI easily and naturally, and thus saves them a lot of struggle, frustration and allows for positivity associated with ease of communication and ability to express themselves. The only downfall to this is the lack of specialized sign language trainers in the Arab world, and lack of awareness of the society in general. (3) Total communication: a combination of the above two modes of communication, and considers both oral and visual language to be the primary mode of communication for people with HI. In this mode, sign language and oral language are to be used simultaneously, and speech reading is used as an extra support system. The people with HI would use speaking and signing, or listening and seeing at the same time. This can have many positive effects for them, but is an extremely challenging communication route. C. Arabic Sign Language In the Arab world, mainly in the Levantine and Gulf States, sign language has been only recently documented. While the American, British and Dutch sign languages are considered to have diglossic features, the Arabic sign language (ArSL) is not [18]. There have been many efforts to unify and standardize ArSL but so far none have been successful. The Qatari Cultural and Social Center for the Deaf (http://www.qdeaf.org/publications.php) recently published an ArSL Dictionary and an Islamic Signs book. The Kuwaiti Institute for Scientific Research has also developed a Kuwaiti Sign Language Dictionary as well as a proposed unified ArSL (http://sldictionary.appspot.com/index_en.html). These are great breakthroughs for people with HI in the Arab world, and these should encourage people to learn ArSL more readily. However, as ArSL has not yet been unified, each Arab country follows a specific version of ArSL. Note that, ArSL tends to have many similarities in each geographical cluster of countries (i.e, Gulf region, or Levant region). Therefore, the proposed system design must focus on one specific version for the components of text-to avatar translation, and the emergency phone system. The good news is that, once developed, the system can be easily modified to incorporate other versions of ArSL. D. Needs Analysis for Qatari People with HI We held several meetings with some of the main stakeholders for people with HI in Qatar, namely: The Shafallah Center, Mada Center, Qatar Center of Social Cultural for the Deaf, Audio Complex School for Deaf, and the Qatar Society for Rehabilitation of Special Needs. In those meetings we interviewed several special needs instructors for people with HI and managers of the institutions. The interviews were focused on learning about current education and communication habits of the institutions, availability of special needs instructors and speech therapists, drawbacks of being hearing impaired in Qatar, what people with HI lack and need, and if the product we propose would alleviate their cognitive, communication and social difficulties. We found the major problems that people with HI in Qatar and other Arab countries face:

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Education: lack of special needs teachers Oral communication: lack of speech instructor Access to digital resources: lack of computer skills Emergency services: no solution for emergency situations for people with HI Employment: limited opportunities for people with HI Social inclusion: lack of communication skills & awareness community has led to poor social inclusion.

lives, like hearing aids. Centers like the Qatar Rehabilitation for People with Special Needs, also organize events for people with HI, in an attempt to provide them social opportunities and support. However, none of these centers or schools have been able to provide people with HI with constant source or enablement with technological training. None of the centers or studies have centered on providing an emergency based system for these people either. People with HI, most of which have not been taught to read or write text, have no way of communication with the outside world in case of emergencies like fire or immediate health situations.

E. Findings After conducting the previous mentioned needs analysis meetings with the main stakeholders of people with HI in Qatar, the following results have been reached.

Question Group 4: Social integration As mentioned previously, regular schools have not integrated the needs of children with HI, as opposed to the Western world, where special accommodations for HI are mandated in regular classrooms. These accommodations include the use of interpreters, note takers, Captioned Medical Programs, as well as other equipment, environmental and communication considerations. As a result, children with HI in Arab countries are educated separately from unimpaired children, and are hence further excluded from the regular society. This greatly limits their learning and career opportunities and further permeates their seclusion. As a result, they find themselves unable to live independently as adults.

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Question Group 1: Educational practice Common educational practices in Qatar center around teaching with the use of books with pictures, material objects for demonstrations and using very basic ArSL to communicate. There are no set methods for promoting motivational behavior. Frustration is often felt by both teacher and student due to lack of fluent communication which leads to a highly impeded process of cognition. Students are unable to learn to speak, write or read text effectively. Often, they are only taught a few basic words and signs to communicate with. More importantly, education for people with HI in Qatar and in the Arab world, unfortunately does not allow for integration of children with HI in schools with unimpaired children. Children with impairments are sent to schools exclusively for children similar to them (with HI), and are hence unprepared for healthy social practices, which leads to lack of opportunity for future autonomous life. Question Group 2: Communication & specialists Communication for people with HI is faced with a lot of frustration due to lack of specialized ArSL instructors, speech therapists, and special needs instructors. Children in schools or centers for HI (i.e.: The Audio Education Complex School) are often provided with non-ArSL fluent instructors, and can barely communicate at a basic level. Rather than being enabled to overcome their impairments by being taught to read, speak, lip-read, and communicate via ArSL, children are left to learn a very basic ArSL, and this is, if they are fortunate enough to have access to such a resource. In order to enable them and allow them to function autonomously as adults, children with HI should optimally be taught to communicate via the „Total Communication‟ method which includes communication via oral language, speech reading and ArSL. Question Group 3: Technology/Emergency Training Children and Adults with HI have limited technological training. Technological centers such as Mada Center or Qatar Rehabilitation for People with Special Needs center attempt to provide people with HI with technology to help their daily

IV.

THE PROPOSED SYSTEM DESIGN

The product we propose to develop intends to enhance the cognitive and communication skills for children with hearing impairments. It consists of generating Arabic educational tutorials which are spontaneously created based on semantic models associated with the Google search engine as shown in Fig. 1. It allows the instructor to place Arabic text and accordingly obtain multimedia elements or 3D avatar-based sign language videos. The user can choose the desired output accordingly. It provides several educational features like: 1) configuring the domain of Arabic educational text, 2) changing the generation type of multimedia elements (i.e., cartoon, real, or artistic based images), 3) setting the retrieval mode of multimedia elements (i.e., offline, or online based), 4) choosing to output avatar videos doing sign language pertaining to the input text. As shown in Fig. 1, the process starts with inputting Arabic text to the system to be automatically parsed, grammatically annotated and preprocessed. Next the system extracts relations between words and sentences and generates sentence patterns for machine learning. When the system completes the task of processing all the text, it can send out queries to the Google search engine to retrieve the requested multimedia elements and input them into an enrichable classified ontology. The system also provides another option of outputting a query to a 3D Qatari sign language avatar video database, and receiving a sign language video translating the text back to the child.

avatar video sign language translations, and emergency based phone system. The design of this system can greatly enhance the learning capacities of children with HI by providing them with technological tools that provide dynamic translation with a variety of styles. They can choose to translate Arabic text with multimedia tutorials, which provide visual stimulus as discussed in the „Learning styles‟ section. They can also choose to translate the text with 3D avatar sign language videos, which will not only provide them with text translation but will enhance their ability to learn to read words and understand meanings. The proposed system will also provide them a chance to be more familiarized with the use to technology and will open the door for acceptance of assistive technology. The lack of emergency services may also be compensated by the use of the emergency phone text-to-video and vice versa component.

Fig. 1. Overview of NLP system

Fig. 2 illustrates the detailed steps of the natural language processing component. It starts by syntactical processing of the Arabic text and fragmenting paragraphs into sentences. Each sentence will be further tokenized or broken up to words and their grammatical role in the speech will be identified. Next the stemming process takes place, which is extraction of the stem meaning of the words, with relation to the sentence pattern and the role of the word in the sentence (i.e. verb, pronoun). The algorithm must include pattern recognition in order to best analyze a sentence as a whole and not just words as separate entities. Sentences are then weighted based on an algorithmic calculation of frequency and importance of specific words. The most weighted sentences will be selected depending on the information in the semantic model, and these sentences with keywords will be queried into a searchable database.

Fig. 2. Steps of NLP

The proposed product can operate on both computers and mobile devices to facilitate the interaction with the system. It also allows both instructors and children from accessing stored multimedia educational content when they are disconnected from the internet. This algorithmic solution design can be implemented to different types of application functionalities including: dynamic generation of multimedia tutorials, 3D

A. System Insight In the following we briefly discuss some insights into the development of the system and highlight our handling of the process. Such a system is inherently complex as it encompasses diversities of modules and components that require the adoption of sound software engineering techniques and technologies to account for the different dimensions peculiar to system. First, the complexity of NLP sub-system (especially with Arabic Language) represents a challenge with its different stages and underlying algorithms. Second, interfacing this system with other external systems and agreeing on exchanged information is not an easy task. Third, operating the system on different channels (e.g. web, cell phones) poses another type of challenge. Furthermore, such a system should have the properties of quality software in different senses. The user interface in specific requires special care and should be designed with the assistance of domain experts. The system also should have adequate level of performance that reaches to real time responses in many cases. It should be scalable and extensible so it can afford loads and be easily expandable. Therefore, we intend to follow best practices of software development where we will employ a modular design to reduce interdependencies and provide clean interaction. A study is to be conducted to select the best-fit architectural style of the system. Primarily, we are trading-off among one of three architectural styles: Layered Architecture, ModelController-View (MVC), or Repository based. We will also consider the incorporation of some re-usable components or web services as part of our system so that we do not re-invent the wheel. A good practice that we will follow is to involve all stakeholders along all development stages, and rely heavily on prototyping and step-wise refinements. A thorough testing process is essential too. Different software testing levels are to be practiced including both manual and automated testing. All types of system testing are to be conducted including functional, performance, stress, and usability testing.

B. Educator Considerations Some individuals and families of HI persons rely on Sign Language for communication and education, and others, who have slight to moderate HI, wear hearing aids and rely on lipreading in the classroom. Either way, when a classroom includes students with HI, teaching strategies will need to be a little different from the norm. Here below are some strategies/suggestions for HI educators offered by different researchers who carried out intensive research in this field: 1.

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Educators should face the HI person. They should look directly at the HI student and face him or her when communicating or teaching. HI persons need to see the instructor‟s face and the words he speaks. Educator should speak naturally and at an even speed. Educator should not alter his speech. Yelling or shouting makes it more difficult for a hard of hearing person to understand. Educators should make sure to keep their mouth clear from obstructions when speaking. They should not put their hands or any other materials in front of their face. Many (but not all) HI individuals supplement the spoken word with lip reading. Educators should be patient. If the HI person requests from their educator to repeat what he had said, then educator should do so in the same manner in which he stated it the first time, only slightly louder. Educators should position HI children in the front row and in a place where the lighting is good. This could be done by assigning the HI child a desk near the front of the classroom, or where the educator plans to deliver most of his lectures. Since these children often use lip-reading to supplement their learning, it is imperative that they have a clear view of their educator‟s mouth as he speaks. For this reason, educators should not exaggerate their lip movements, but slowing down a little may help some HI children. However, there should be minimal distance between the educator and the child to facilitate lip-reading. On the other hand, educators should not exaggerate pronunciation as this will deter understanding. Educators should focus on reading skills before introducing more advanced lessons. Many HI children depend upon the ability to read quickly and retain the information. Even preschool children can learn to recognize letters and simple words in a written context when the parent or educator uses sign language and lipreading to reinforce the lessons. When possible, educators should turn off equipment that creates background noises. Eliminating extra noise helps HI students focus on the class lecture and assignments. Educators should provide students with an outline of the daily lesson and printed copies of the notes, allowing them to focus on discussions and questions while they are teaching. Students can then be more engaged in learning and can easily review the notes at a later time.

10. 11.

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Remember, providing context and repletion is helpful not only to HI students but also to other students as well. Educators should frequently check to see that the listening devices are working properly. Educators should keep instructions brief and uncomplicated as much as possible. When repeating instructions, repeat exactly without paraphrasing. Educators should clearly define course requirements, the dates of exams, and when assignments are due. Educators should provide advance notice of any changes. Educators should present lecture information in a visual format (e.g., chalkboard, overheads, PowerPoint slides, handouts, etc.). Educators should use more than one way to demonstrate or explain information. Educators should, when teaching, state objectives, review previous lessons and summarize periodically. Educators should make instructional on-line course materials available in text form. For that material which is graphical in nature, educator should create text-based descriptions of material. Educators should repeat the comments and questions of other students, especially those from the back rows and they should acknowledge who has made the comment so students can focus on the speaker. Educators should, when appropriate, ask for a hearing volunteer to team up with a HI student for in-class assignments. Educators should, if possible, provide transcripts of audio information. Educators should allow several moments extra for oral responses in class discussions. Educators should, in small group discussions, allow for participation by HI students. Educators should, if there is a break in the class, get the attention of the HI student before resuming class. Educators should be flexible: allow HI students to work with audiovisual material independently and for a longer period of time. Educators should assist the student with finding an effective note taker from the class. Educators should provide hand-outs (preferably electronically) in advance of lectures and seminars. Educators should ensure key notices e.i., regarding cancellations or re-scheduled classes, are also announced in ways that are accessible to HI students. Educators should, in lecture/discussion classes, take care of seating arrangements and encourage people to take turns to speak. Educators should work with the HI students on strategies to help them participate fully and find out if they wish any other adjustments. Educators should make field trip arrangements early and ensure that accommodations will be in place on the given day (e.g., transportation, site accessibility). Moreover, educators should provide plenty of warning so a personal assistant or adaptive equipment can be

arranged as appropriate for laboratory work and field trips. 29. A health and safety assessment for the HI student may be necessary in certain situations, and should be carried out beforehand. 'Reasonable adjustments' must be considered in the light of any perceived risk. 30. Individual induction to laboratory or computer equipment may be helpful Teachers should provide seating with an unobstructed view of the instructor and lesson materials. They may also need to become more linear in their activities to increase the student‟s understanding. For example, they should write on the board, then turn around and give instructions, rather than teaching with their back to students. This may take practice, since teachers tend to be natural multi-taskers. Regular education teachers and peers should strive to maintain eye contact when instructing or conversing with a HI student, even if an interpreter is needed to communicate information through sign language. It is important for everyone to wait until the student with hearing loss knows who to turn their attention to, before beginning to speak [19]. V.

CONCLUSIONS

People with HI face many difficulties in learning speech and written Arabic language, due to the lack of specialized speech therapists and lack of specialized instructors, schools and innovative teaching methodologies. In addition, the special needs centers are unable to accommodate all these people due to their limited resources (i.e., specialized instructors, space and funds). This leads to a major impediment to their education and communication skills. Many children with HI in the Arab world do not have the opportunity to go to school due to the lack of all the resources mentioned above and therefore, never have the chance to grow up to be autonomous adults. People with HI deserve to receive quality education and be active members in the society. They should be able to learn and communicate with their surroundings effectively. They should rely on themselves rather than on assistants. They should not be isolated from the digital age. They should be able to use the available technology like the Internet and the smart devices (i.e., mobile phone, ipad) to communicate and learn. The proposed system design aims to alleviate the difficulties that people, and specifically children with HI face. The system design features a Natural Language Processing component, which allows for: Arabic text to multimedia elements translation, Arabic text to 3D avatar based sign language video translation, text-to-video and video-to-text emergency phone system. The system, when implemented, can be used by all disability centers and schools, may be used on computers, pads, and phones, and will be followed up with training sessions, assessments and feedback reports by our research team.

A. Limitations and Future Work Limitations of this investigation included gathering information about needs of children with HI. As we could not communicate directly with them, we had to resort to gathering the information from leaders, managers and special instructors in schools and centers dedicated to people with HI. Future work involves the development and assessment of such a system. Development will be followed by dissemination, training sessions, and testing sessions throughout assistive centers in the Arab world. Feedback will be gathered from teachers, students, and families of students. Future concerns also involve the educational management system of Arab countries, and how to apply an innovative technology in an incremental fashion to all educational centers. If applied incrementally, this technology may one day become part of regular schools, and may be able to promote the inclusion of children HI into the regular society to empower them in a healthy manner. REFERENCES [1]

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