Pub Date : 2021-04-01DOI: 10.1080/14643154.2021.1905940
Omayma Afsah, Sara Elawady, Wessam Elshawaf, T. Abou-Elsaad
ABSTRACT Background: Deafness is the most common sensory impairment in human beings, with significant social and psychological implications. Several questionnaires were designed to evaluate the social and emotional abilities of English-speaking deaf children. This study's objective was to create Arabic questionnaires to assess the social abilities of Arabic-speaking Egyptian deaf children. Methods: Two Arabic questionnaires targeting social abilities were designed by selecting items from two English-based questionnaires and translating them into Arabic. The questionnaires were administered to 140 Egyptian children aged 3–12 years who were arranged into two age groups. They included 60 children with typical hearing, 60 deaf children fitted with hearing aids, and 20 children with cochlear implants. Results: Children with typical hearing showed the best performance with non-significant differences between cochlear implanted and hearing aided children. The best predictors of the social abilities of Egyptian deaf children were language age and severity of hearing loss. Conclusion: The designed Arabic questionnaires are valid and reliable functional assessment tools that can be used to evaluate and monitor the social performance of deaf children.
{"title":"Development of a Functional Social Assessment Tool for Arabic-Speaking Egyptian Deaf Children","authors":"Omayma Afsah, Sara Elawady, Wessam Elshawaf, T. Abou-Elsaad","doi":"10.1080/14643154.2021.1905940","DOIUrl":"https://doi.org/10.1080/14643154.2021.1905940","url":null,"abstract":"ABSTRACT Background: Deafness is the most common sensory impairment in human beings, with significant social and psychological implications. Several questionnaires were designed to evaluate the social and emotional abilities of English-speaking deaf children. This study's objective was to create Arabic questionnaires to assess the social abilities of Arabic-speaking Egyptian deaf children. Methods: Two Arabic questionnaires targeting social abilities were designed by selecting items from two English-based questionnaires and translating them into Arabic. The questionnaires were administered to 140 Egyptian children aged 3–12 years who were arranged into two age groups. They included 60 children with typical hearing, 60 deaf children fitted with hearing aids, and 20 children with cochlear implants. Results: Children with typical hearing showed the best performance with non-significant differences between cochlear implanted and hearing aided children. The best predictors of the social abilities of Egyptian deaf children were language age and severity of hearing loss. Conclusion: The designed Arabic questionnaires are valid and reliable functional assessment tools that can be used to evaluate and monitor the social performance of deaf children.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74688350","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 : 2021-03-29DOI: 10.1080/14643154.2021.1902644
S. Eden, Keren Leibovitz-Ganon
ABSTRACT The study aimed to improve sequential time perception among deaf and hard-of-hearing (DHH) children with and without cochlear implants (CIs) by administering an intervention programme using virtual-reality (VR) technology. The study included 55 children 7–10 years old who were divided into 3 groups: DHH children with CIs, DHH children without CIs, and a control group of typically-hearing children. Pre- and post- the intervention (8 weekly individual meetings), participants completed a sequential time measure. Results indicated that at pre-intervention, DHH children demonstrated less sequential time perception compared to typically-hearing children. Following the intervention, both research groups demonstrated significant improvement in sequential time perception. However, the improvement was much more significant in the group of children without CIs. Moreover, DHH children who received implants after the age of language acquisition (postlingually) showed a greater improvement in this measure compared to children who received implants prior to the age of language acquisition (prelingually).
{"title":"The effects of cochlear implants on sequential time perception","authors":"S. Eden, Keren Leibovitz-Ganon","doi":"10.1080/14643154.2021.1902644","DOIUrl":"https://doi.org/10.1080/14643154.2021.1902644","url":null,"abstract":"ABSTRACT The study aimed to improve sequential time perception among deaf and hard-of-hearing (DHH) children with and without cochlear implants (CIs) by administering an intervention programme using virtual-reality (VR) technology. The study included 55 children 7–10 years old who were divided into 3 groups: DHH children with CIs, DHH children without CIs, and a control group of typically-hearing children. Pre- and post- the intervention (8 weekly individual meetings), participants completed a sequential time measure. Results indicated that at pre-intervention, DHH children demonstrated less sequential time perception compared to typically-hearing children. Following the intervention, both research groups demonstrated significant improvement in sequential time perception. However, the improvement was much more significant in the group of children without CIs. Moreover, DHH children who received implants after the age of language acquisition (postlingually) showed a greater improvement in this measure compared to children who received implants prior to the age of language acquisition (prelingually).","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75539825","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 : 2021-02-24DOI: 10.1080/14643154.2021.1885576
Gabriel Jones, Dawei Ni, Wei Wang
ABSTRACT This empirical qualitative study aims (1) to understand the Chinese context in promoting accessible high-quality education for deaf communities and (2) to create an opportunity for deaf experts to contribute to sign language research, instruction, interpreting programmes, and deaf education in China. Using a focus group methodology, we gathered data from 48 participants from four different stakeholder groups (10 teachers, 16 administrators/researchers, 6 interpreters, 16 community members) identifying concerns and solutions to achieving educational access. Video recorded discussions were transcribed, analysed and consolidated into themes. Results show a fragile trust between deaf and hearing professionals, a need for continued investigation on sign language standardisation and preservation, and a desire for worldwide collaboration and inclusion of deaf and hearing scholars in establishing a deaf university in China. This participatory, community-based research method yielded insights toward improving deaf education and sign language training within Chinese special education and toward the design, implementation and establishment of a future university serving only deaf students in China.
{"title":"Nothing about us without us: Deaf education and sign language access in China","authors":"Gabriel Jones, Dawei Ni, Wei Wang","doi":"10.1080/14643154.2021.1885576","DOIUrl":"https://doi.org/10.1080/14643154.2021.1885576","url":null,"abstract":"ABSTRACT This empirical qualitative study aims (1) to understand the Chinese context in promoting accessible high-quality education for deaf communities and (2) to create an opportunity for deaf experts to contribute to sign language research, instruction, interpreting programmes, and deaf education in China. Using a focus group methodology, we gathered data from 48 participants from four different stakeholder groups (10 teachers, 16 administrators/researchers, 6 interpreters, 16 community members) identifying concerns and solutions to achieving educational access. Video recorded discussions were transcribed, analysed and consolidated into themes. Results show a fragile trust between deaf and hearing professionals, a need for continued investigation on sign language standardisation and preservation, and a desire for worldwide collaboration and inclusion of deaf and hearing scholars in establishing a deaf university in China. This participatory, community-based research method yielded insights toward improving deaf education and sign language training within Chinese special education and toward the design, implementation and establishment of a future university serving only deaf students in China.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90842873","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 : 2021-01-28DOI: 10.1080/14643154.2021.1876378
M. Nikolaraizi
{"title":"Understanding deafness, language and cognitive development: Essays in honour of Bencie Woll","authors":"M. Nikolaraizi","doi":"10.1080/14643154.2021.1876378","DOIUrl":"https://doi.org/10.1080/14643154.2021.1876378","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82402700","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 : 2021-01-22DOI: 10.1080/14643154.2020.1857539
Jennifer S. Thom, Taylor Hallenbeck
ABSTRACT Spatial reasoning, recognised as playing a critical role across STEM disciplines, is gaining prominence in mathematics education, not only as fundamental to mathematics, but also as embodied mathematical activity. In this paper, we discuss spatial reasoning and its embodiment in mathematics. We then present a systematic review of the topics as researched and related to deaf and general education from 2010 to 2019. Publication trends during the ten years reveal similarities and differences across both fields. Based on the findings, we share insights, prospects, and provocations for promoting spatial reasoning in mathematics with an emphasis on research and pedagogy for deaf education.
{"title":"Spatial reasoning in mathematics: A cross-field perspective on deaf and general education research","authors":"Jennifer S. Thom, Taylor Hallenbeck","doi":"10.1080/14643154.2020.1857539","DOIUrl":"https://doi.org/10.1080/14643154.2020.1857539","url":null,"abstract":"ABSTRACT Spatial reasoning, recognised as playing a critical role across STEM disciplines, is gaining prominence in mathematics education, not only as fundamental to mathematics, but also as embodied mathematical activity. In this paper, we discuss spatial reasoning and its embodiment in mathematics. We then present a systematic review of the topics as researched and related to deaf and general education from 2010 to 2019. Publication trends during the ten years reveal similarities and differences across both fields. Based on the findings, we share insights, prospects, and provocations for promoting spatial reasoning in mathematics with an emphasis on research and pedagogy for deaf education.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77637306","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 : 2021-01-02DOI: 10.1080/14643154.2021.1876617
Rachel O’Neill, Jill Duncan
{"title":"From policy to practice: Working globally and standing united to support deaf children’s education","authors":"Rachel O’Neill, Jill Duncan","doi":"10.1080/14643154.2021.1876617","DOIUrl":"https://doi.org/10.1080/14643154.2021.1876617","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86869692","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 : 2020-11-15DOI: 10.1080/14643154.2020.1841363
S. Dettman, Y. Chia, Surabhi Budhiraja, Lorraine Graham, J. Sarant, Caitlin M. Barr, R. Dowell
ABSTRACT While there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery.
{"title":"Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia","authors":"S. Dettman, Y. Chia, Surabhi Budhiraja, Lorraine Graham, J. Sarant, Caitlin M. Barr, R. Dowell","doi":"10.1080/14643154.2020.1841363","DOIUrl":"https://doi.org/10.1080/14643154.2020.1841363","url":null,"abstract":"ABSTRACT While there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75519733","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 : 2020-11-09DOI: 10.1080/14643154.2020.1842623
Lindsey Jones, H. Chilton, Anna L. Theakston
ABSTRACT Assessment of deaf children has found that their early understanding in science is behind that of their hearing peers. Research shows that parental attitudes and behaviours can affect educational outcomes but few studies have considered the effects of attitudes towards science on parent/child interactions in the home and thus, the effects on attainment. We studied whether caregiver participation in a pilot intervention would influence attitudes and reported behaviours towards science learning in the home. Method: Caregivers of deaf and hearing pre-school children (N = 18) completed a questionnaire at the start and end of a year-long intervention to determine whether there was a relationship between the level of engagement with the intervention and attitudes towards science both pre- and post-study. Findings: There was a significant positive shift in the amount of reported science talk between caregivers and their children. No relationship between engagement and attitudes was found. Conclusions: We propose that irrespective of group (control or intervention), participating in an intervention involving science talk led to a reported increase in science talk and a generally positive view of science across all groups.
{"title":"The impact of science intervention on caregiver attitudes and behaviours towards science for deaf and hearing children","authors":"Lindsey Jones, H. Chilton, Anna L. Theakston","doi":"10.1080/14643154.2020.1842623","DOIUrl":"https://doi.org/10.1080/14643154.2020.1842623","url":null,"abstract":"ABSTRACT Assessment of deaf children has found that their early understanding in science is behind that of their hearing peers. Research shows that parental attitudes and behaviours can affect educational outcomes but few studies have considered the effects of attitudes towards science on parent/child interactions in the home and thus, the effects on attainment. We studied whether caregiver participation in a pilot intervention would influence attitudes and reported behaviours towards science learning in the home. Method: Caregivers of deaf and hearing pre-school children (N = 18) completed a questionnaire at the start and end of a year-long intervention to determine whether there was a relationship between the level of engagement with the intervention and attitudes towards science both pre- and post-study. Findings: There was a significant positive shift in the amount of reported science talk between caregivers and their children. No relationship between engagement and attitudes was found. Conclusions: We propose that irrespective of group (control or intervention), participating in an intervention involving science talk led to a reported increase in science talk and a generally positive view of science across all groups.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76883079","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 : 2020-10-30DOI: 10.1080/14643154.2020.1840763
K. Snoddon
ABSTRACT In Ontario, Canada, the movement toward inclusive education has led to a resource consultant model in early childhood education and care (ECEC). The purpose of this narrative case study was to analyze participant experiences involving a daycare setting previously attended by a young deaf child who benefits from American Sign Language (ASL). Semi-structured interviews were conducted with a community ASL instructor who was hired to provide services in a daycare, a parent of a young deaf child who attended this setting, and a child care resource consultant who worked with all participants. These interviews were used to construct a retrospective narrative of participant experiences in an Ontario ECEC setting. As study findings reveal, the current design of publicly funded early intervention sign language service to deaf children may sometimes be at odds with the ethos of an inclusive ECEC system.
{"title":"“It seemed like if you chose sign language you were going to be punished”: A narrative case study of participant experiences with supporting a deaf child in Ontario early childhood education and care","authors":"K. Snoddon","doi":"10.1080/14643154.2020.1840763","DOIUrl":"https://doi.org/10.1080/14643154.2020.1840763","url":null,"abstract":"ABSTRACT In Ontario, Canada, the movement toward inclusive education has led to a resource consultant model in early childhood education and care (ECEC). The purpose of this narrative case study was to analyze participant experiences involving a daycare setting previously attended by a young deaf child who benefits from American Sign Language (ASL). Semi-structured interviews were conducted with a community ASL instructor who was hired to provide services in a daycare, a parent of a young deaf child who attended this setting, and a child care resource consultant who worked with all participants. These interviews were used to construct a retrospective narrative of participant experiences in an Ontario ECEC setting. As study findings reveal, the current design of publicly funded early intervention sign language service to deaf children may sometimes be at odds with the ethos of an inclusive ECEC system.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73767599","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 : 2020-10-01DOI: 10.1080/14643154.2020.1827607
Victoria Stroud, J. Adams, D. Champion, G. Hogarth, A. Mahony, R. Monck, Trulie Pinnegar, S. Weeks, Charles Watson
ABSTRACT Otitis media is very common in Aboriginal children in Western Australia and chronic ear disease causes major problems in speech and language development and education. Up until recently, most programmes dealing with the problem of OM have focused on clinical interventions rather than prevention. The Enhanced Prevention Working Group was established as part of the WA Child Ear Health Strategy (2017–2021). The Group has worked collaboratively to develop a set of recommendations for prevention of OM in Aboriginal children. These recommendations were informed by WA-based health promotion interventions initiated by Aboriginal Health Practitioners at a community level. This paper provides a historical perspective of the current situation and discusses each of the recommendations from Aboriginal Health Practitioners working within their community.
{"title":"A collaborative approach towards prevention of otitis media in Aboriginal children","authors":"Victoria Stroud, J. Adams, D. Champion, G. Hogarth, A. Mahony, R. Monck, Trulie Pinnegar, S. Weeks, Charles Watson","doi":"10.1080/14643154.2020.1827607","DOIUrl":"https://doi.org/10.1080/14643154.2020.1827607","url":null,"abstract":"ABSTRACT Otitis media is very common in Aboriginal children in Western Australia and chronic ear disease causes major problems in speech and language development and education. Up until recently, most programmes dealing with the problem of OM have focused on clinical interventions rather than prevention. The Enhanced Prevention Working Group was established as part of the WA Child Ear Health Strategy (2017–2021). The Group has worked collaboratively to develop a set of recommendations for prevention of OM in Aboriginal children. These recommendations were informed by WA-based health promotion interventions initiated by Aboriginal Health Practitioners at a community level. This paper provides a historical perspective of the current situation and discusses each of the recommendations from Aboriginal Health Practitioners working within their community.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85755280","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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