Pub Date : 2024-02-19DOI: 10.1080/14643154.2024.2302702
Gladys Tang
Published in Deafness & Education International (Vol. 26, No. 1, 2024)
发表于《国际聋人与教育》（第 26 卷第 1 期，2024 年）
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Pub Date : 2024-02-15DOI: 10.1080/14643154.2024.2316959
Dimity Comino, Laura Roche, Jill Duncan
With recent data reporting approximately 40–50% of Deaf or hard of hearing (DHH) individuals as having a diability, complex communication needs are not uncommon within this population and can prese...
{"title":"Augmentative and alternative communication and deaf children with disabilities","authors":"Dimity Comino, Laura Roche, Jill Duncan","doi":"10.1080/14643154.2024.2316959","DOIUrl":"https://doi.org/10.1080/14643154.2024.2316959","url":null,"abstract":"With recent data reporting approximately 40–50% of Deaf or hard of hearing (DHH) individuals as having a diability, complex communication needs are not uncommon within this population and can prese...","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139769171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-05DOI: 10.1080/14643154.2023.2300870
Cássia Geciauskas Sofiato, Orquídea Coelho, Paulo Vaz de Carvalho
Deaf education officially began in Portugal in 1823, with Pedro Aron Borg, at the invitation of D. João VI and his daughter, D. Isabel. In Brazil, it began in 1857, when Édouard Adolfo Huet Merlo f...
1823 年，应若昂六世及其女儿伊莎贝尔的邀请，佩德罗-阿隆-博格在葡萄牙正式开始了聋人教育。在巴西，聋人教育始于 1857 年，当时 Édouard Adolfo Huet Merlo 创办了...
{"title":"Deaf education in Portugal and Brazil in the nineteenth century: Similarities and differences","authors":"Cássia Geciauskas Sofiato, Orquídea Coelho, Paulo Vaz de Carvalho","doi":"10.1080/14643154.2023.2300870","DOIUrl":"https://doi.org/10.1080/14643154.2023.2300870","url":null,"abstract":"Deaf education officially began in Portugal in 1823, with Pedro Aron Borg, at the invitation of D. João VI and his daughter, D. Isabel. In Brazil, it began in 1857, when Édouard Adolfo Huet Merlo f...","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/14643154.2023.2277002
Elizabeth Levesque, Jill Duncan, Kristin Snoddon
{"title":"Deaf students and the transformative potential of Artificial Intelligence (AI)","authors":"Elizabeth Levesque, Jill Duncan, Kristin Snoddon","doi":"10.1080/14643154.2023.2277002","DOIUrl":"https://doi.org/10.1080/14643154.2023.2277002","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135947935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/14643154.2023.2244753
Jill Duncan, Elizabeth Levesque, K. Snoddon
{"title":"The rights of deaf children","authors":"Jill Duncan, Elizabeth Levesque, K. Snoddon","doi":"10.1080/14643154.2023.2244753","DOIUrl":"https://doi.org/10.1080/14643154.2023.2244753","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75338218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-05DOI: 10.1080/14643154.2023.2207860
W. Mann, Rachel O’Neill, Freya Watkins, Robin L. Thompson
ABSTRACT This pilot study explored effects of hearing loss on deaf children’s reading comprehension in an online context. Eighteen deaf secondary students, ages 12–14 years (11 with British Sign Language as their dominant language, seven with English as their dominant language) engaged in an online research comprehension task. Six age-matched hearing spoken language bilingual students served as a comparison group. All participants were identified as confident readers by their teachers. Participants were asked to “think aloud” during an online search task to provide insights into their strategies. Additionally, participants completed a battery of assessments related to reading comprehension, vocabulary, non-verbal IQ, and working memory. Overall results showed similar use of strategies across all students. Strategies applied by the most skilled readers involved drawing on prior knowledge sources, e.g. informational websites or search engines, prior knowledge of the topic, and taking the time to read and evaluate website headings before deciding which one to use as source. Participants also made use of working memory skills. Findings highlight the importance of teaching online search and evaluation skills as part of the reading curriculum in schools.
{"title":"Reading online in deaf and hearing young people: Do differences exist?","authors":"W. Mann, Rachel O’Neill, Freya Watkins, Robin L. Thompson","doi":"10.1080/14643154.2023.2207860","DOIUrl":"https://doi.org/10.1080/14643154.2023.2207860","url":null,"abstract":"ABSTRACT This pilot study explored effects of hearing loss on deaf children’s reading comprehension in an online context. Eighteen deaf secondary students, ages 12–14 years (11 with British Sign Language as their dominant language, seven with English as their dominant language) engaged in an online research comprehension task. Six age-matched hearing spoken language bilingual students served as a comparison group. All participants were identified as confident readers by their teachers. Participants were asked to “think aloud” during an online search task to provide insights into their strategies. Additionally, participants completed a battery of assessments related to reading comprehension, vocabulary, non-verbal IQ, and working memory. Overall results showed similar use of strategies across all students. Strategies applied by the most skilled readers involved drawing on prior knowledge sources, e.g. informational websites or search engines, prior knowledge of the topic, and taking the time to read and evaluate website headings before deciding which one to use as source. Participants also made use of working memory skills. Findings highlight the importance of teaching online search and evaluation skills as part of the reading curriculum in schools.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83722077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/14643154.2023.2205759
Adrián Solís-Campos, Hülya Aldemir, Isabel R. Rodríguez-Ortiz, D. Saldaña
ABSTRACT Executive functions have both direct and indirect effects on reading comprehension. Previous studies have shown that people with hearing loss (HL) perform poorly on executive functions and reading comprehension tasks. This scoping review explored the current state of the literature relating executive function and reading comprehension in children and adolescents with cochlear implants. Searches were carried out in five databases to identify empirical studies related to executive functions, reading comprehension, and children and/or adolescents with cochlear implants. All results were analysed by peer-reviewers. A systematic search only found four studies in the field. We carried out our narrative review of these papers, with a focus on the mediating role of oral language on the relationship between executive functions and reading comprehension.
{"title":"Executive functions, reading comprehension and children with cochlear implant: A scoping review","authors":"Adrián Solís-Campos, Hülya Aldemir, Isabel R. Rodríguez-Ortiz, D. Saldaña","doi":"10.1080/14643154.2023.2205759","DOIUrl":"https://doi.org/10.1080/14643154.2023.2205759","url":null,"abstract":"ABSTRACT Executive functions have both direct and indirect effects on reading comprehension. Previous studies have shown that people with hearing loss (HL) perform poorly on executive functions and reading comprehension tasks. This scoping review explored the current state of the literature relating executive function and reading comprehension in children and adolescents with cochlear implants. Searches were carried out in five databases to identify empirical studies related to executive functions, reading comprehension, and children and/or adolescents with cochlear implants. All results were analysed by peer-reviewers. A systematic search only found four studies in the field. We carried out our narrative review of these papers, with a focus on the mediating role of oral language on the relationship between executive functions and reading comprehension.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89060305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/14643154.2023.2206269
Elizabeth Levesque, Jill Duncan, K. Snoddon
The diversity of deafness is a theme often reported in the deaf education literature regarding a wide range of communication and language preferences, cultural and ethnic backgrounds and additional disabilities that influence the lives of deaf and hard of hearing children and young people. With an estimated 30% to 40% of deaf children diagnosed with additional disabilities and an increasing number of families raising their children in multicultural environments, the landscape of deaf education is diverse and increasingly challenging. Deafness is often a new experience for hearing families whose children are born with hearing loss; more than 90 per cent of deaf and hard of hearing children are born to hearing parents who often have minimal understanding of the influence of deafness on their child’s development. This may mean they are making life-changing choices without access to relevant and evidence-based information. Decision-making, therefore, takes on a sense of urgency, particularly in the context of the time-sensitive development of communication and language in the formative years of a child’s development. Delays in making choices about language input can have dire consequences for a child’s future learning. Parents and caregivers may also experience confusion and uncertainty when dealing with the overwhelming volume of information available on the internet and social media. At times parents may also be faced with attitudinal biases of well-meaning professionals towards specific communication and intervention options. Many professionals who provide information to parents about intervention options may lack expertise in sign language, which also restricts the options available to parents and caregivers. As editors of Deafness & Education International, we acknowledge the essential role played by educators and allied professionals in promoting informed choice and decision-making for parents and caregivers of deaf and hard of hearing children. Parents and caregivers require unbiased information that promotes understanding of the benefits and risks of their choices and the short and long-term consequences of each option, including the risks of language deprivation when children do not have adequate language input. The information-sharing style between parents and caregivers, and professionals may vary according to a family’s needs. Still, the critical message for professionals is that the decision-making model is driven by the family, considering their culture, values and preferences. In our last editorial, “Rethinking the Language Development of Deaf and Hard of Hearing Children” (25,1), we discussed the importance of providing a language-rich environment in the early years of a deaf child’s development. In the current issue, we follow this theme and have chosen four articles highlighting parents’ challenging decisions on behalf of their deaf or hard of hearing children with diverse communication and learning needs. You will read about decisi
{"title":"Deafness and Diversity","authors":"Elizabeth Levesque, Jill Duncan, K. Snoddon","doi":"10.1080/14643154.2023.2206269","DOIUrl":"https://doi.org/10.1080/14643154.2023.2206269","url":null,"abstract":"The diversity of deafness is a theme often reported in the deaf education literature regarding a wide range of communication and language preferences, cultural and ethnic backgrounds and additional disabilities that influence the lives of deaf and hard of hearing children and young people. With an estimated 30% to 40% of deaf children diagnosed with additional disabilities and an increasing number of families raising their children in multicultural environments, the landscape of deaf education is diverse and increasingly challenging. Deafness is often a new experience for hearing families whose children are born with hearing loss; more than 90 per cent of deaf and hard of hearing children are born to hearing parents who often have minimal understanding of the influence of deafness on their child’s development. This may mean they are making life-changing choices without access to relevant and evidence-based information. Decision-making, therefore, takes on a sense of urgency, particularly in the context of the time-sensitive development of communication and language in the formative years of a child’s development. Delays in making choices about language input can have dire consequences for a child’s future learning. Parents and caregivers may also experience confusion and uncertainty when dealing with the overwhelming volume of information available on the internet and social media. At times parents may also be faced with attitudinal biases of well-meaning professionals towards specific communication and intervention options. Many professionals who provide information to parents about intervention options may lack expertise in sign language, which also restricts the options available to parents and caregivers. As editors of Deafness & Education International, we acknowledge the essential role played by educators and allied professionals in promoting informed choice and decision-making for parents and caregivers of deaf and hard of hearing children. Parents and caregivers require unbiased information that promotes understanding of the benefits and risks of their choices and the short and long-term consequences of each option, including the risks of language deprivation when children do not have adequate language input. The information-sharing style between parents and caregivers, and professionals may vary according to a family’s needs. Still, the critical message for professionals is that the decision-making model is driven by the family, considering their culture, values and preferences. In our last editorial, “Rethinking the Language Development of Deaf and Hard of Hearing Children” (25,1), we discussed the importance of providing a language-rich environment in the early years of a deaf child’s development. In the current issue, we follow this theme and have chosen four articles highlighting parents’ challenging decisions on behalf of their deaf or hard of hearing children with diverse communication and learning needs. You will read about decisi","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87474466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.1080/14643154.2023.2181513
M. Lissi, Maribel González, Verónica Escobar, Martín Vergara, Camila Villavicencio, Christian Sebastián
ABSTRACT This qualitative study aimed to identify and analyse reading comprehension strategies used by five deaf adults, 22–47 years old, who were close to complete or had already completed their studies at a higher education institution. The method chosen was a partial replication of the one used by Banner and Wang (2011) in their think-aloud study to describe cognitive and metacognitive reading comprehension strategies use among deaf students and adults. The present study included similar interview questions and think-aloud procedures, which were conducted by a deaf teacher, native user of Chilean Sign Language (LSCh). Participants read informational texts and were interrupted three times during the reading task to answer questions about their cognitive and metacognitive processes. Results showed that these deaf adults can use strategies from all the categories identified by Pressley and Afflerbach (1995): constructing meaning, monitoring and improving comprehension, and evaluating comprehension. Some strategies described in the study from Banner and Wang were observed only in individual cases, and some of them were not used at all. The deaf participants of this study also used some strategies that were not included in some previous studies. Since very few deaf adults in Chile have completed higher education, the information provided by this study could be useful in guiding interventions aimed to improve reading comprehension in elementary, high school, and college DHH students. The relevance of early experiences with reading, and motivational factors associated to reading achievement are discussed.
{"title":"Reading comprehension strategies used by Chilean deaf adults. A think-aloud study","authors":"M. Lissi, Maribel González, Verónica Escobar, Martín Vergara, Camila Villavicencio, Christian Sebastián","doi":"10.1080/14643154.2023.2181513","DOIUrl":"https://doi.org/10.1080/14643154.2023.2181513","url":null,"abstract":"ABSTRACT This qualitative study aimed to identify and analyse reading comprehension strategies used by five deaf adults, 22–47 years old, who were close to complete or had already completed their studies at a higher education institution. The method chosen was a partial replication of the one used by Banner and Wang (2011) in their think-aloud study to describe cognitive and metacognitive reading comprehension strategies use among deaf students and adults. The present study included similar interview questions and think-aloud procedures, which were conducted by a deaf teacher, native user of Chilean Sign Language (LSCh). Participants read informational texts and were interrupted three times during the reading task to answer questions about their cognitive and metacognitive processes. Results showed that these deaf adults can use strategies from all the categories identified by Pressley and Afflerbach (1995): constructing meaning, monitoring and improving comprehension, and evaluating comprehension. Some strategies described in the study from Banner and Wang were observed only in individual cases, and some of them were not used at all. The deaf participants of this study also used some strategies that were not included in some previous studies. Since very few deaf adults in Chile have completed higher education, the information provided by this study could be useful in guiding interventions aimed to improve reading comprehension in elementary, high school, and college DHH students. The relevance of early experiences with reading, and motivational factors associated to reading achievement are discussed.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75855013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/14643154.2023.2165003
Elizabeth Levesque, Jill Duncan, K. Snoddon
Language is a fundamental aspect of communication and meaning-making; it occurs across di ff erent codes and modalities, connecting us to diverse commu-nities and environments and expanding our knowledge of their languages and cultures. Language plays a central role in our lives as a means by which we can participate in social interactions, develop thinking skills, and share attitudes and ideas with others. Supporting
{"title":"Rethinking the language development of deaf and hard of hearing children","authors":"Elizabeth Levesque, Jill Duncan, K. Snoddon","doi":"10.1080/14643154.2023.2165003","DOIUrl":"https://doi.org/10.1080/14643154.2023.2165003","url":null,"abstract":"Language is a fundamental aspect of communication and meaning-making; it occurs across di ff erent codes and modalities, connecting us to diverse commu-nities and environments and expanding our knowledge of their languages and cultures. Language plays a central role in our lives as a means by which we can participate in social interactions, develop thinking skills, and share attitudes and ideas with others. Supporting","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84922771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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