Pub Date : 2022-11-15DOI: 10.1080/14643154.2022.2145658
Nihan Kahraman Evrenkaya, Cevriye Ergül
ABSTRACT Children’s early literacy skills (ELS) are closely related to literacy learning and reading comprehension performance. Children who cannot acquire early literacy skills face significant difficulties in doing so in the following years. Although it is widely known that children who are deaf and hard of hearing (DHH) perform less well in early literacy skills than their typically developing peers, there is not enough information about the magnitude of the performance differences and in which skills these occur in Turkish-speaking children who are DHH. In this study, the early literacy skills (language, vocabulary, phonological awareness and letter knowledge) of 30 Turkish-speaking DHH children and 30 with typical development (TD) attending kindergarten were compared. The Coloured Progressive Matrices Test, as well as the Turkish early language development and Turkish expressive and receptive language tests, in addition to the early literacy one, were used to determine the children’s skill levels. The results of the analysis showed that the DHH children performed at significantly lower levels in language, vocabulary and phonological awareness skills than their peers with TD, while there was no major difference between the two groups in letter knowledge. The outcomes also revealed that there were a higher number of significant relationships among the early literacy skills of the DHH children than those with TD. The findings of are further discussed in regard to their contribution to current research and practice relating to the early literacy skills of Turkish-speaking children who are DHH.
{"title":"An examination of the early literacy skills of five- to six-year-old children who are deaf and hard of hearing","authors":"Nihan Kahraman Evrenkaya, Cevriye Ergül","doi":"10.1080/14643154.2022.2145658","DOIUrl":"https://doi.org/10.1080/14643154.2022.2145658","url":null,"abstract":"ABSTRACT Children’s early literacy skills (ELS) are closely related to literacy learning and reading comprehension performance. Children who cannot acquire early literacy skills face significant difficulties in doing so in the following years. Although it is widely known that children who are deaf and hard of hearing (DHH) perform less well in early literacy skills than their typically developing peers, there is not enough information about the magnitude of the performance differences and in which skills these occur in Turkish-speaking children who are DHH. In this study, the early literacy skills (language, vocabulary, phonological awareness and letter knowledge) of 30 Turkish-speaking DHH children and 30 with typical development (TD) attending kindergarten were compared. The Coloured Progressive Matrices Test, as well as the Turkish early language development and Turkish expressive and receptive language tests, in addition to the early literacy one, were used to determine the children’s skill levels. The results of the analysis showed that the DHH children performed at significantly lower levels in language, vocabulary and phonological awareness skills than their peers with TD, while there was no major difference between the two groups in letter knowledge. The outcomes also revealed that there were a higher number of significant relationships among the early literacy skills of the DHH children than those with TD. The findings of are further discussed in regard to their contribution to current research and practice relating to the early literacy skills of Turkish-speaking children who are DHH.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88114167","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 : 2022-11-11DOI: 10.1080/14643154.2022.2143608
E. Wright, V. Stojanovik, L. Serratrice
ABSTRACT Parents of deaf children must decide whether to raise their child using spoken and/or signed language. Multilingual parents have the additional decision of whether to use multiple spoken languages (with or without a signed language as well). These communication choices – which can be both explicit and implicit – can change over time and are known as a Family Language Policy (FLP). This study provides a reflexive thematic analysis of semi-structured interviews with multilingual parents of deaf children who chose spoken language multilingualism (SLM), and with multilingual parents of hearing children who also chose to raise their children with more than one language. We identified four key themes which influenced the decisions parents made on SLM: (1) additional benefits for the child; (2) knowledge and professional advice; (3) family and social influences; and (4) family dynamics and negotiation. The results highlight the complexity of the decisions behind FLPs for multilingual parents of deaf children and the strong influence that factors within and outside the family can have.
{"title":"Spoken language multilingualism in deaf children: Parental decision-making","authors":"E. Wright, V. Stojanovik, L. Serratrice","doi":"10.1080/14643154.2022.2143608","DOIUrl":"https://doi.org/10.1080/14643154.2022.2143608","url":null,"abstract":"ABSTRACT Parents of deaf children must decide whether to raise their child using spoken and/or signed language. Multilingual parents have the additional decision of whether to use multiple spoken languages (with or without a signed language as well). These communication choices – which can be both explicit and implicit – can change over time and are known as a Family Language Policy (FLP). This study provides a reflexive thematic analysis of semi-structured interviews with multilingual parents of deaf children who chose spoken language multilingualism (SLM), and with multilingual parents of hearing children who also chose to raise their children with more than one language. We identified four key themes which influenced the decisions parents made on SLM: (1) additional benefits for the child; (2) knowledge and professional advice; (3) family and social influences; and (4) family dynamics and negotiation. The results highlight the complexity of the decisions behind FLPs for multilingual parents of deaf children and the strong influence that factors within and outside the family can have.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88811156","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 : 2022-10-14DOI: 10.1080/14643154.2022.2133386
A. Lanphere, Emmanouela Terlektsi
ABSTRACT The purpose of this case study was to explore the communication needs of a child with deafness and cerebral palsy (DCP) and how these needs can be supported by interventions targeting the use of communication approaches and strategies. One semi-structured interview with the child’s parents and five observations of the child in different contexts before and after the interventions took place. A rating scale “Checklist of Identified Needs”, deriving from the observation data, the “Early Years Foundation Stage (EYFS) Development Matters” assessment and a British Sign Language (BSL) receptive and expressive skills assessment were used to explore the child’s communication strategies before and after the intervention. The child completed two parallel school-based interventions lasting seven weeks, (i) one delivered daily which focused on BSL usage and Augmentative Alternative Communication (AAC) and (ii) one targeting communication strategies such as initiating and maintaining eye contact using a weekly “social story” and play-based sessions. Our results indicated that the combined use of sign and AAC technology to target key areas of communication use and a targeted approach using social stories to support communication strategies can be effective in enhancing communication skills of children with DCP. Implications for practice are discussed.
{"title":"Communication needs of a deaf child with cerebral palsy and how to support these: A case study","authors":"A. Lanphere, Emmanouela Terlektsi","doi":"10.1080/14643154.2022.2133386","DOIUrl":"https://doi.org/10.1080/14643154.2022.2133386","url":null,"abstract":"ABSTRACT The purpose of this case study was to explore the communication needs of a child with deafness and cerebral palsy (DCP) and how these needs can be supported by interventions targeting the use of communication approaches and strategies. One semi-structured interview with the child’s parents and five observations of the child in different contexts before and after the interventions took place. A rating scale “Checklist of Identified Needs”, deriving from the observation data, the “Early Years Foundation Stage (EYFS) Development Matters” assessment and a British Sign Language (BSL) receptive and expressive skills assessment were used to explore the child’s communication strategies before and after the intervention. The child completed two parallel school-based interventions lasting seven weeks, (i) one delivered daily which focused on BSL usage and Augmentative Alternative Communication (AAC) and (ii) one targeting communication strategies such as initiating and maintaining eye contact using a weekly “social story” and play-based sessions. Our results indicated that the combined use of sign and AAC technology to target key areas of communication use and a targeted approach using social stories to support communication strategies can be effective in enhancing communication skills of children with DCP. Implications for practice are discussed.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90755128","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 : 2022-10-03DOI: 10.1080/14643154.2022.2125626
Kate Greenhalgh, N. Mahler, M. Zimmer‐Gembeck, D. Shanley
ABSTRACT Parents of children with hearing loss (HL) often navigate an unfamiliar and uncertain path. This qualitative study investigated the nature of parental uncertainty: (1) immediately after a child’s HL was identified; (2) prior to primary school entry; and (3) during primary school. Open-ended questions in online surveys were completed by participants (N = 61) with: (a) personal experience as a parent of a child with HL (n = 35); (b) professional experience with children who have HL (n = 19); or (c) a combination of both parental and professional experience (n = 7). Six major themes were abstracted using thematic analysis, including uncertainty about: (1) the Pervasive Impact of HL, (2) the Nature and Causes of HL, (3) Developmental Impacts, (4) Family Life, (5) Family Decision-Making, and (6) Education and Support Services. The salience of these depended on the stage in time following identification.
{"title":"Childhood hearing loss: An uncertain context for parenting","authors":"Kate Greenhalgh, N. Mahler, M. Zimmer‐Gembeck, D. Shanley","doi":"10.1080/14643154.2022.2125626","DOIUrl":"https://doi.org/10.1080/14643154.2022.2125626","url":null,"abstract":"ABSTRACT Parents of children with hearing loss (HL) often navigate an unfamiliar and uncertain path. This qualitative study investigated the nature of parental uncertainty: (1) immediately after a child’s HL was identified; (2) prior to primary school entry; and (3) during primary school. Open-ended questions in online surveys were completed by participants (N = 61) with: (a) personal experience as a parent of a child with HL (n = 35); (b) professional experience with children who have HL (n = 19); or (c) a combination of both parental and professional experience (n = 7). Six major themes were abstracted using thematic analysis, including uncertainty about: (1) the Pervasive Impact of HL, (2) the Nature and Causes of HL, (3) Developmental Impacts, (4) Family Life, (5) Family Decision-Making, and (6) Education and Support Services. The salience of these depended on the stage in time following identification.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85326026","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 : 2022-10-02DOI: 10.1080/14643154.2022.2139496
Jill Duncan, Rachel O’Neill
Effective communication can be wonderful. It can connect us to family, friends, teachers, mentors, andmany others. It has the potential to enhance our immediate and long-term well-being in countless ways. However, navigating the nuances of pragmatics and social communication is not always straightforward. These skills include many subskills that require understanding, coordination, and purposeful intent, among other abilities. Learning any language means understanding how to operate in the language with other speakers or signers: keeping conversation going, checking understanding, adjusting your understanding of what the communication partner means, asking for what you want and determining the unstated but implied intention of the conversational partner. The responsiveness of the parent or conversational partner influences the success of the child in developing pragmatic skills (Di Sante et al., 2020). Deaf children often have weak pragmatic skills, perhaps because it is easier for teachers of deaf children to focus on expected development in the growth in grammar and vocabulary; pragmatic skills are harder to pin down. Another explanation from the early years could be that many parents find it more difficult to interact with a deaf child than a hearing sibling. There are many communication breakdowns, more than in conversations between a hearing mother and child. Recent research from the UK has shown the value of supporting parents of deaf children to be less directive, follow the child’s focus of attention and improve turn-taking in conversation (Curtin et al., 2021). In general, Deaf children from deaf families using signed language do not have a delay in pragmatic skills development when interacting with sign language users (Paul et al., 2020). Pragmatic skills also depend on the sociolinguistic context of the family; as the child grows, they encounter a wider range of speakers and signers with different ways of interacting. Some parents have more access to these wider settings, which can prepare their child for the different ways of talking and signing in school.
有效的沟通是很棒的。它可以将我们与家人、朋友、老师、导师以及其他许多人联系起来。它有潜力以无数的方式增强我们眼前和长期的幸福。然而，驾驭语用学和社会交际的细微差别并不总是直截了当的。这些技能包括许多子技能，这些子技能需要理解、协调和有目的的意图以及其他能力。学习任何语言都意味着理解如何与其他说话者或手语者进行交流:保持对话进行，检查理解，调整你对交流伙伴意思的理解，询问你想要什么，确定对话伙伴未说明但隐含的意图。父母或对话伙伴的反应会影响孩子在发展语用技能方面的成功(Di Sante et al.， 2020)。聋儿的语用能力往往较弱，也许是因为聋儿的老师更容易把注意力集中在语法和词汇的增长上的预期发展;务实的技能更难确定。早年的另一种解释可能是，许多父母发现与失聪的孩子互动比与听力正常的兄弟姐妹互动更困难。有很多沟通障碍，比听力正常的母亲和孩子之间的对话还要多。最近来自英国的研究表明，支持失聪儿童的父母减少指导性，跟随孩子的注意力焦点，改善谈话中的轮流(Curtin et al.， 2021)。一般来说，使用手语的聋哑家庭的聋哑儿童在与手语使用者互动时，在语用技能发展方面没有延迟(Paul et al.， 2020)。语用技能还取决于家庭的社会语言学背景;随着孩子的成长，他们会遇到更广泛的说话人和手语人，他们的互动方式也不同。一些家长有更多的机会接触这些更广泛的环境，这可以让他们的孩子为学校里不同的说话和手语方式做好准备。
{"title":"Prioritising pragmatics and social communication for deaf children and young people","authors":"Jill Duncan, Rachel O’Neill","doi":"10.1080/14643154.2022.2139496","DOIUrl":"https://doi.org/10.1080/14643154.2022.2139496","url":null,"abstract":"Effective communication can be wonderful. It can connect us to family, friends, teachers, mentors, andmany others. It has the potential to enhance our immediate and long-term well-being in countless ways. However, navigating the nuances of pragmatics and social communication is not always straightforward. These skills include many subskills that require understanding, coordination, and purposeful intent, among other abilities. Learning any language means understanding how to operate in the language with other speakers or signers: keeping conversation going, checking understanding, adjusting your understanding of what the communication partner means, asking for what you want and determining the unstated but implied intention of the conversational partner. The responsiveness of the parent or conversational partner influences the success of the child in developing pragmatic skills (Di Sante et al., 2020). Deaf children often have weak pragmatic skills, perhaps because it is easier for teachers of deaf children to focus on expected development in the growth in grammar and vocabulary; pragmatic skills are harder to pin down. Another explanation from the early years could be that many parents find it more difficult to interact with a deaf child than a hearing sibling. There are many communication breakdowns, more than in conversations between a hearing mother and child. Recent research from the UK has shown the value of supporting parents of deaf children to be less directive, follow the child’s focus of attention and improve turn-taking in conversation (Curtin et al., 2021). In general, Deaf children from deaf families using signed language do not have a delay in pragmatic skills development when interacting with sign language users (Paul et al., 2020). Pragmatic skills also depend on the sociolinguistic context of the family; as the child grows, they encounter a wider range of speakers and signers with different ways of interacting. Some parents have more access to these wider settings, which can prepare their child for the different ways of talking and signing in school.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86436089","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 : 2022-10-02DOI: 10.1080/14643154.2022.2140251
Danielle E. Matthews, Ciara M. Kelly
ABSTRACT Despite the advances in technology and sign language awareness, many Deaf and Hard of Hearing (DHH) children have language delays as a consequence of difficulty accessing a language model. These delays are often particularly pronounced in the domain of pragmatics, where the language user takes into account the people they are communicating with and their shared access to current context. This review considers the effect childhood deafness can have on pragmatic development, reviewing studies of the pre-linguistic stage, early linguistic communication and more advanced pragmatics as measured both by general pragmatic checklists and more specific assessments of information structure and inference, deception and non-literal language (including sarcasm), and conversation. Where present, delays are consistently explained by the cumulative effects of access to a fluent natural language model, which affects both the acquisition of linguistic forms and the social and cognitive skills needed to use them in interaction. Implications for educators are briefly considered.
{"title":"Pragmatic development in deaf and hard of hearing children: A review","authors":"Danielle E. Matthews, Ciara M. Kelly","doi":"10.1080/14643154.2022.2140251","DOIUrl":"https://doi.org/10.1080/14643154.2022.2140251","url":null,"abstract":"ABSTRACT Despite the advances in technology and sign language awareness, many Deaf and Hard of Hearing (DHH) children have language delays as a consequence of difficulty accessing a language model. These delays are often particularly pronounced in the domain of pragmatics, where the language user takes into account the people they are communicating with and their shared access to current context. This review considers the effect childhood deafness can have on pragmatic development, reviewing studies of the pre-linguistic stage, early linguistic communication and more advanced pragmatics as measured both by general pragmatic checklists and more specific assessments of information structure and inference, deception and non-literal language (including sarcasm), and conversation. Where present, delays are consistently explained by the cumulative effects of access to a fluent natural language model, which affects both the acquisition of linguistic forms and the social and cognitive skills needed to use them in interaction. Implications for educators are briefly considered.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73530128","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 : 2022-10-02DOI: 10.1080/14643154.2022.2137013
L. Paatsch, Kaye Scott, Dianne Toe
ABSTRACT This study investigated the pragmatic skills of 41 deaf and hard-of-hearing (DHH) students, enrolled in a Deaf Facility within a mainstream primary school. Five groups of DHH students (aged 6–12 years) across Foundation to Year 6 participated in two small-group wellbeing lessons with their teachers of the deaf. Video recordings of these lessons were analysed into two types of interactions: (1) peer-to-peer, and (2) teacher-led group interactions. Peer-to-peer interactions were further analysed to explore the pragmatic skills of these students. Results showed that the highest percentage of time at all year levels was spent in group interactions led by the teacher. However, the trend across the data showed that the opportunities provided for peer-to-peer interactions increased for the students in the older year levels. The DHH students demonstrated a range of effective pragmatic skills in peer-to-peer interactions including turn-taking, contingency, and showing sensitivity to their partners during collaborative learning. However, the use and sophistication of these pragmatic skills varied according to the nature of the task set by the teachers, and the age and language abilities of the students. The findings suggest that further opportunities for spontaneous interactions between peers would support the development of pragmatic skills in DHH students. In addition, teachers would benefit from professional learning to highlight the advantages of providing opportunities for spontaneous peer-to-peer interactions to support social communication in DHH students.
{"title":"Supporting pragmatic skills in deaf and hard-of-hearing students during peer-to-peer interactions","authors":"L. Paatsch, Kaye Scott, Dianne Toe","doi":"10.1080/14643154.2022.2137013","DOIUrl":"https://doi.org/10.1080/14643154.2022.2137013","url":null,"abstract":"ABSTRACT This study investigated the pragmatic skills of 41 deaf and hard-of-hearing (DHH) students, enrolled in a Deaf Facility within a mainstream primary school. Five groups of DHH students (aged 6–12 years) across Foundation to Year 6 participated in two small-group wellbeing lessons with their teachers of the deaf. Video recordings of these lessons were analysed into two types of interactions: (1) peer-to-peer, and (2) teacher-led group interactions. Peer-to-peer interactions were further analysed to explore the pragmatic skills of these students. Results showed that the highest percentage of time at all year levels was spent in group interactions led by the teacher. However, the trend across the data showed that the opportunities provided for peer-to-peer interactions increased for the students in the older year levels. The DHH students demonstrated a range of effective pragmatic skills in peer-to-peer interactions including turn-taking, contingency, and showing sensitivity to their partners during collaborative learning. However, the use and sophistication of these pragmatic skills varied according to the nature of the task set by the teachers, and the age and language abilities of the students. The findings suggest that further opportunities for spontaneous interactions between peers would support the development of pragmatic skills in DHH students. In addition, teachers would benefit from professional learning to highlight the advantages of providing opportunities for spontaneous peer-to-peer interactions to support social communication in DHH students.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76051930","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 : 2022-09-09DOI: 10.1080/14643154.2022.2120998
Timothy J. Byatt, K. Dally, Jill Duncan
ABSTRACT This paper explores the associations between different types of social capital and other measures including wellbeing, school connectedness, and pragmatic language. Seventeen adolescents who were deaf or hard of hearing (DHH) from Australia and the United Kingdom completed an online survey and their results were analysed to answer research questions relating to: social capital formation in adolescents who are DHH; associations between social capital, wellbeing, pragmatics, and school connectedness; and the role of identity in social capital formation. Statistical analyses were completed to determine: bivariate correlations between variables; significant differences between the types of social capital measured; and significant differences in social capital according to identity group. Results indicate that overall, adolescents had higher Offline social capital compared to Online social capital, and higher Family social capital in comparison to Peer and Institutional social capital. Additionally, all social capital except Online social capital had strong associations with wellbeing and school connectedness measures. Students who identified as deaf had statistically significant lower levels of social capital than those who identified as hard of hearing or hearing impaired, and bicultural; however, this result may be due to the composition of this small sample. This study indicates that social capital is associated with higher levels of wellbeing and school connectedness and demonstrates that school experiences play an important role in the formation of social capital for students who are DHH.
{"title":"Social capital and adolescents who are deaf: Associations with wellbeing, school connectedness, and pragmatics","authors":"Timothy J. Byatt, K. Dally, Jill Duncan","doi":"10.1080/14643154.2022.2120998","DOIUrl":"https://doi.org/10.1080/14643154.2022.2120998","url":null,"abstract":"ABSTRACT This paper explores the associations between different types of social capital and other measures including wellbeing, school connectedness, and pragmatic language. Seventeen adolescents who were deaf or hard of hearing (DHH) from Australia and the United Kingdom completed an online survey and their results were analysed to answer research questions relating to: social capital formation in adolescents who are DHH; associations between social capital, wellbeing, pragmatics, and school connectedness; and the role of identity in social capital formation. Statistical analyses were completed to determine: bivariate correlations between variables; significant differences between the types of social capital measured; and significant differences in social capital according to identity group. Results indicate that overall, adolescents had higher Offline social capital compared to Online social capital, and higher Family social capital in comparison to Peer and Institutional social capital. Additionally, all social capital except Online social capital had strong associations with wellbeing and school connectedness measures. Students who identified as deaf had statistically significant lower levels of social capital than those who identified as hard of hearing or hearing impaired, and bicultural; however, this result may be due to the composition of this small sample. This study indicates that social capital is associated with higher levels of wellbeing and school connectedness and demonstrates that school experiences play an important role in the formation of social capital for students who are DHH.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77369500","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 : 2022-07-21DOI: 10.1080/14643154.2022.2102718
Lindsey Jones, H. Chilton, Anna L. Theakston
ABSTRACT The study sought to determine the effects of a pilot home-based science intervention on deaf and typically hearing children’s conceptual understanding of science and their abilities to reason about and communicate their understanding (scientific enquiry skills). Data show that by age 5 years a science attainment gap exists between deaf children and those typically hearing yet early interventions with deaf children typically neglect the development of science. We created an intervention to support caregivers (N = 17) to incorporate the language of science into their daily routines. Participants were placed into a control or intervention group; within each group were caregivers of deaf and typically hearing children. Over a period of 13 months, caregivers completed five assessments (each at two different time points); four on their child’s understanding of concepts and one on their developing scientific enquiry skills. All caregivers, irrespective of group, reported positive gains in their child’s conceptual understanding. Caregivers of deaf children reported greater gains in scientific enquiry skills than those of typically hearing children. This offers preliminary evidence to suggest that longer-term interventions may provide an opportunity to narrow the attainment gap between deaf and typically hearing children.
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