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A phenomenological qualitative approach guides the inquiry, supported by descriptive analysis. Data are gathered through observation, interviews, and documentation, with reliability checked using increased involvement, extended observation, and triangulation. 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A. S. (2023) . The use of video as media in distance learning for deaf students. Contemporary  \nEducational Technology, 15(2), ep418. [https://doi.org/10.30935/cedtech/13012](https://doi.org/10.30935/cedtech/13012)  \nARTICLE INFO ABSTRACT  \n\n| Received: 17 Dec. 2022\u003Cbr>Accepted: 28 Feb. 2023 | The purpose of this study is to investigate the factors that are facilitating or impeding the use of video media in distance learning for deaf students, as well as the solutions that have been implemented. The method of inquiry in this study was a phenomenological qualitative approach. This research also makes use of descriptive analysis. In this study, data was gathered by observation, interviews, and documentation. The data’s reliability may be checked and doublechecked in a number of different ways, including via increased involvement, extended observation, and the use of triangulation. There were several steps involved in the data analysis process, starting with data collection and ending with conclusions drawn from the data. Attempts to use video media in distance learning for deaf students are entangled with a number of circumstances, some of which are helpful and others of which are hindering. These include the student, the teacher, and the school’s physical location. Aside from that, all teachers are attempting to address the challenges faced by deaf students who utilize video-based learning resources as part of their distance education courses.\u003Cbr>Keywords: distanced learning, deaf students, learning media |\n| --- | --- |\n| INTRODUCTION |  |\n\nChildren with special needs are valuable members of our society, and it is imperative that they be given the opportunity to reach their full potential by being released from the mental and physical barriers they now confront. This can only be done by eliminating the impediments that stand in their path. It is possible to achieve this objective by establishing a system that provides all students with access to the same high-quality educational opportunities in a manner that is not only sustainable over the long term, but also allencompassing and transparent to those who benefit from the program. This is done so that they may stop being seen as second-class people who are solely looked down upon by a minority of the general public. That way, they will stop being considered second-class citizens. As a consequence of this move, they will no longer be deemed citizens with a status reduced to a lower tier. In certain cases, the physical restrictions of handicapped people might make it difficult for them to adjust to changes in their environment. In addition to the difficulties inherent in overcoming these obstacles, doing so is made much more difficult by the surrounding environment and public facilities, which do not promote personal growth, engagement, or activity in day-to-day living.  \nIf a child’s hearing aids stop working, even temporarily, then the child is considered deaf. It is possible tobe deaf in one or both ears. This is owing to the fact that he is unable to use his hearing aids in his day-to-day life, which has a wide range of ramifications and a major influence on his life. According to McKay (2021) A child is also considered to have a hearing loss if they are unable to benefit from their hearing aids in their regular activities. When referring to a health issue, hearing loss and deafness are commonly interchanged since they describe the same thing. Deaf children are children who hav","cbCaieoknNEb7BBn","https://ap.wps.com/l/cbCaieoknNEb7BBn","pdf",182312,"English","# Abstract\n# Introduction\n## Special education and access to quality learning opportunities\n## Definition of deafness and hearing loss\n## Challenges of teaching learners with hearing impairment\n## Learning as an intentional, interactive process","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study examines factors that facilitate or hinder the use of video media in distance learning for deaf students, along with solutions that have been implemented.\"},{\"question\":\"What research method is used?\",\"answer\":\"The research uses a phenomenological qualitative approach, supported by descriptive analysis.\"},{\"question\":\"How is the study’s data reliability addressed?\",\"answer\":\"Reliability is checked through multiple strategies, including increased involvement, extended observation, and triangulation.\"}]","The use of video as media in distance learning for deaf students | PDF",18]