Fragile Learning Continuity

A framework proposed by Bhuiyan et al. (2026) to describe how accessibility in low-resource Deaf education depends not on any single feature — visibility, sign clarity, vocabulary, or connectivity — but on sustained alignment across visual, linguistic, technological, and emotional-affective dimensions. Small disruptions (a blocked sightline, a frozen video frame, an unfamiliar fingerspelled term, a moment of public confusion) compound over time and produce cascading comprehension gaps. The concept reframes accessibility from a fixed property of a tool to a condition that must be continuously maintained across classroom and home settings, with implications for how AI tools should be designed in Global South sign language ecologies.