Pub Date : 2020-07-07DOI: 10.1080/14643154.2020.1792071
Jessica A. Scott, J. Henner
ABSTRACT Signing systems that attempted to represent spoken language via manual signs – some invented, and some borrowed from natural sign languages – have historically been used in classrooms with deaf children. However, despite decades of research and use of these systems in the classroom, there is little evidence supporting their educational effectiveness. In this paper, the authors argue against the use of signing systems as instructional tools. This argument is based upon research demonstrating that (1) signing systems are less comprehensible to learners who rely upon signs rather than speech, (2) signing systems are used inconsistently by teachers, and (3) signing systems often unintentionally exhibit features of natural signed grammar, leading to input that does not accurately convey spoken languages, which is the original intention of these systems. Instead, the authors advocate for a return to the use of natural signed languages in classrooms educating deaf children, with creative uses of interpretation to provide those students who may prefer or benefit from spoken English with its presence in the classroom. In addition, we note ways in which future research may explore how natural sign languages and deaf adults may benefit the educational experiences of deaf children.
{"title":"Second verse, same as the first: On the use of signing systems in modern interventions for deaf and hard of hearing children in the USA","authors":"Jessica A. Scott, J. Henner","doi":"10.1080/14643154.2020.1792071","DOIUrl":"https://doi.org/10.1080/14643154.2020.1792071","url":null,"abstract":"ABSTRACT Signing systems that attempted to represent spoken language via manual signs – some invented, and some borrowed from natural sign languages – have historically been used in classrooms with deaf children. However, despite decades of research and use of these systems in the classroom, there is little evidence supporting their educational effectiveness. In this paper, the authors argue against the use of signing systems as instructional tools. This argument is based upon research demonstrating that (1) signing systems are less comprehensible to learners who rely upon signs rather than speech, (2) signing systems are used inconsistently by teachers, and (3) signing systems often unintentionally exhibit features of natural signed grammar, leading to input that does not accurately convey spoken languages, which is the original intention of these systems. Instead, the authors advocate for a return to the use of natural signed languages in classrooms educating deaf children, with creative uses of interpretation to provide those students who may prefer or benefit from spoken English with its presence in the classroom. In addition, we note ways in which future research may explore how natural sign languages and deaf adults may benefit the educational experiences of deaf children.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90613399","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 : 2020-07-04DOI: 10.1080/14643154.2020.1791430
{"title":"Call for Deafness & Education International 2024 Special Issue Proposals","authors":"","doi":"10.1080/14643154.2020.1791430","DOIUrl":"https://doi.org/10.1080/14643154.2020.1791430","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73603782","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 : 2020-07-03DOI: 10.1080/14643154.2020.1790100
Pei-Hua Chen, Tang-Zhi Lim, Wan-Chi Huang
ABSTRACT Fathers’ participation in early intervention services for children who are deaf or hard of hearing has increased, but few studies have examined the learning progress of skills learned in these sessions. The aim of this study was to compare the competence patterns of fathers and mothers in implementing auditory-verbal therapy (AVT) practices, and to investigate how the parents’ behaviours changed over time when interacting with their children. Five fathers were matched with mothers with respect to children's chronological age, hearing loss degree, and length of enrolment in AVT. Teaching and behavioural skills of fathers and mothers were rated by children's AV therapists at 3-month intervals. Differences in performance scores and learning progress in AVT skills utilisation between fathers and mothers were explored. Fathers showed greater improvement than mothers in the reinforcement domain from Time 2 to Time 3. However, no statistically significant difference in performance scores between fathers and mothers was detected at any time point, nor was there a significant difference in skill progress rate between fathers and mothers. Results suggest that fathers and mothers are equally suited to serving as their children's language facilitators. Fathers can grow positively in both teaching and parenting behaviours through systematic learning to achieve performance levels comparable to mothers’ in learning early intervention techniques for speech and hearing.
{"title":"Learning progress of fathers compared to mothers in auditory-verbal rehabilitation: A pilot study","authors":"Pei-Hua Chen, Tang-Zhi Lim, Wan-Chi Huang","doi":"10.1080/14643154.2020.1790100","DOIUrl":"https://doi.org/10.1080/14643154.2020.1790100","url":null,"abstract":"ABSTRACT Fathers’ participation in early intervention services for children who are deaf or hard of hearing has increased, but few studies have examined the learning progress of skills learned in these sessions. The aim of this study was to compare the competence patterns of fathers and mothers in implementing auditory-verbal therapy (AVT) practices, and to investigate how the parents’ behaviours changed over time when interacting with their children. Five fathers were matched with mothers with respect to children's chronological age, hearing loss degree, and length of enrolment in AVT. Teaching and behavioural skills of fathers and mothers were rated by children's AV therapists at 3-month intervals. Differences in performance scores and learning progress in AVT skills utilisation between fathers and mothers were explored. Fathers showed greater improvement than mothers in the reinforcement domain from Time 2 to Time 3. However, no statistically significant difference in performance scores between fathers and mothers was detected at any time point, nor was there a significant difference in skill progress rate between fathers and mothers. Results suggest that fathers and mothers are equally suited to serving as their children's language facilitators. Fathers can grow positively in both teaching and parenting behaviours through systematic learning to achieve performance levels comparable to mothers’ in learning early intervention techniques for speech and hearing.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84976321","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 : 2020-07-02DOI: 10.1080/14643154.2020.1794051
Jill Duncan, Rachel O’Neill
{"title":"The Joy of Reading for Deaf Kids","authors":"Jill Duncan, Rachel O’Neill","doi":"10.1080/14643154.2020.1794051","DOIUrl":"https://doi.org/10.1080/14643154.2020.1794051","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82627906","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 : 2020-07-02DOI: 10.1080/14643154.2019.1572284
Amy Louise Schwarz, Meagan Jurica, Charlsa Matson, Rachel Stiller, Taylor Webb-Culver, H. Abdi
ABSTRACT For d/Deaf and hard-of-hearing prereaders who communicate predominately in spoken and/or signed English (DHH-English), Teachers of the d/Deaf (TODs) read books aloud to increase English skills, auditory-verbal comprehension, sequencing skills, verbal reasoning, background knowledge, and sight word recognition. Teachers struggle to select appropriate books for read alouds. Unfortunately, the only available book selection system for TODs serving DHH-English was developed for a different purpose than identifying storybooks to increase English skills and was based on a methodology difficult to evaluate. To help teachers select books, we created an empirically-derived difficulty-level system based on the judgments of 69 experienced TODs serving DHH-English preschoolers and kindergartener across the United States. We used 14 storybooks and asked the TODs to group these books and order these groups based on how difficult the storybooks would be for DHH-English prereaders to understand when the books were read aloud. Additionally, TODs described the groups they created and why they assigned the books in their groups. We used these descriptions in a content analysis to derive a glossary of book characteristics. Finally, we analysed these results with a multivariate technique that simultaneously analysed the glossary and ranking data to create a difficulty-level scale and to identify exemplar books. The book selection system includes a two-tiered glossary, a six-point difficulty-level scale and exemplar books for each scale level. We discuss how this empirically-derived book selection system for read alouds with DHH-English prereaders can be paired with the three existing evidence-based read-aloud interventions designed to increase oral language skills.
{"title":"Storybook selection criteria used by teachers of d/Deaf and hard-of-hearing prereaders communicating in English","authors":"Amy Louise Schwarz, Meagan Jurica, Charlsa Matson, Rachel Stiller, Taylor Webb-Culver, H. Abdi","doi":"10.1080/14643154.2019.1572284","DOIUrl":"https://doi.org/10.1080/14643154.2019.1572284","url":null,"abstract":"ABSTRACT For d/Deaf and hard-of-hearing prereaders who communicate predominately in spoken and/or signed English (DHH-English), Teachers of the d/Deaf (TODs) read books aloud to increase English skills, auditory-verbal comprehension, sequencing skills, verbal reasoning, background knowledge, and sight word recognition. Teachers struggle to select appropriate books for read alouds. Unfortunately, the only available book selection system for TODs serving DHH-English was developed for a different purpose than identifying storybooks to increase English skills and was based on a methodology difficult to evaluate. To help teachers select books, we created an empirically-derived difficulty-level system based on the judgments of 69 experienced TODs serving DHH-English preschoolers and kindergartener across the United States. We used 14 storybooks and asked the TODs to group these books and order these groups based on how difficult the storybooks would be for DHH-English prereaders to understand when the books were read aloud. Additionally, TODs described the groups they created and why they assigned the books in their groups. We used these descriptions in a content analysis to derive a glossary of book characteristics. Finally, we analysed these results with a multivariate technique that simultaneously analysed the glossary and ranking data to create a difficulty-level scale and to identify exemplar books. The book selection system includes a two-tiered glossary, a six-point difficulty-level scale and exemplar books for each scale level. We discuss how this empirically-derived book selection system for read alouds with DHH-English prereaders can be paired with the three existing evidence-based read-aloud interventions designed to increase oral language skills.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89545191","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 : 2020-06-15DOI: 10.1080/14643154.2020.1780691
Khalid N Alasim
ABSTRACT The reading comprehension levels of students who are deaf or hard of hearing (DHH) are low compared to those of their hearing peers. One possible reason for this low reading levels is related to the students’ prior knowledge. This study investigated the potential factors that might affected DHH students’ prior knowledge, including their degree of hearing loss, the presence or absence of family members with a hearing loss, and educational stage (elementary–middle school). The study also examined the contribution of prior knowledge in predicting DHH students’ reading comprehension levels, and investigated the differences in the students’ scores based on the type of questions, including text-explicit (TE), text-implicit (TI), and script-implicit (SI) questions. Thirty-one elementary and middle-school students completed a demographic form and assessment, and descriptive statistics and multiple and simple linear regressions were used to answer the research questions. The findings indicated that the independent variables—degree of hearing loss, presence or absence of family members with hearing loss, and educational stage—explained little of the variance in DHH students’ prior knowledge. Further, the results showed that the DHH students’ prior knowledge affected their reading comprehension. Finally, the result demonstrated that the participants were able to answer more of the TI questions correctly than the TE and SI questions. The study concluded that prior knowledge is important in these students’ reading comprehension, and it is also important for teachers and parents of DHH children to use effective ways to increase their students and children’s prior knowledge.
{"title":"Understanding factors that affect the prior knowledge of deaf and hard of hearing students and their relation to reading comprehension","authors":"Khalid N Alasim","doi":"10.1080/14643154.2020.1780691","DOIUrl":"https://doi.org/10.1080/14643154.2020.1780691","url":null,"abstract":"ABSTRACT The reading comprehension levels of students who are deaf or hard of hearing (DHH) are low compared to those of their hearing peers. One possible reason for this low reading levels is related to the students’ prior knowledge. This study investigated the potential factors that might affected DHH students’ prior knowledge, including their degree of hearing loss, the presence or absence of family members with a hearing loss, and educational stage (elementary–middle school). The study also examined the contribution of prior knowledge in predicting DHH students’ reading comprehension levels, and investigated the differences in the students’ scores based on the type of questions, including text-explicit (TE), text-implicit (TI), and script-implicit (SI) questions. Thirty-one elementary and middle-school students completed a demographic form and assessment, and descriptive statistics and multiple and simple linear regressions were used to answer the research questions. The findings indicated that the independent variables—degree of hearing loss, presence or absence of family members with hearing loss, and educational stage—explained little of the variance in DHH students’ prior knowledge. Further, the results showed that the DHH students’ prior knowledge affected their reading comprehension. Finally, the result demonstrated that the participants were able to answer more of the TI questions correctly than the TE and SI questions. The study concluded that prior knowledge is important in these students’ reading comprehension, and it is also important for teachers and parents of DHH children to use effective ways to increase their students and children’s prior knowledge.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76988779","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 : 2020-05-18DOI: 10.1080/14643154.2020.1766754
M. Ashori, S. Jalil-Abkenar
ABSTRACT There is a growing interest in the quality of life and cognitive emotion regulation of deaf and hard-of-hearing (DHH) adolescents. Hence, the present study examined the effects of emotional intelligence training on quality of life and cognitive emotion regulation of DHH adolescents. The participants were 36 female DHH adolescents aged 16–20 years who were selected by a cluster random sampling method. Initially, two schools were randomly selected from DHH schools in Tehran, Iran. Subjects were selected from these schools and randomly assigned to experimental (n = 18) and control (n = 18) groups. The experimental group participated in emotional intelligence training programme for 12 sessions. The intervention was implemented for 45 min a day over six weeks. All participants completed the Youth Quality of Life Instrument–Deaf and Hard of Hearing Module (YQOL–DHH) and the Cognitive Emotion Regulation Questionnaire (CERQ-short). Data were analysed by Multivariate Analysis of Covariance (MANCOVA). The results indicated that emotional intelligence intervention significantly influenced the quality of life and cognitive emotion regulation in DHH adolescents. The findings of this research suggest that emotional intelligence training might result in effective and positive outcomes and might play a critical role in the quality of life and emotions regulation of DHH adolescents.
{"title":"Emotional intelligence: Quality of life and cognitive emotion regulation of deaf and hard-of-hearing adolescents","authors":"M. Ashori, S. Jalil-Abkenar","doi":"10.1080/14643154.2020.1766754","DOIUrl":"https://doi.org/10.1080/14643154.2020.1766754","url":null,"abstract":"ABSTRACT There is a growing interest in the quality of life and cognitive emotion regulation of deaf and hard-of-hearing (DHH) adolescents. Hence, the present study examined the effects of emotional intelligence training on quality of life and cognitive emotion regulation of DHH adolescents. The participants were 36 female DHH adolescents aged 16–20 years who were selected by a cluster random sampling method. Initially, two schools were randomly selected from DHH schools in Tehran, Iran. Subjects were selected from these schools and randomly assigned to experimental (n = 18) and control (n = 18) groups. The experimental group participated in emotional intelligence training programme for 12 sessions. The intervention was implemented for 45 min a day over six weeks. All participants completed the Youth Quality of Life Instrument–Deaf and Hard of Hearing Module (YQOL–DHH) and the Cognitive Emotion Regulation Questionnaire (CERQ-short). Data were analysed by Multivariate Analysis of Covariance (MANCOVA). The results indicated that emotional intelligence intervention significantly influenced the quality of life and cognitive emotion regulation in DHH adolescents. The findings of this research suggest that emotional intelligence training might result in effective and positive outcomes and might play a critical role in the quality of life and emotions regulation of DHH adolescents.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90578758","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 : 2020-05-04DOI: 10.1080/14643154.2020.1755144
Stephanie J. Gardiner-Walsh, Karla Giese, T. P. Walsh
ABSTRACT The mention of Cued Speech (CS) within the field of deaf education and deaf studies is sure to spark some strong opinions. In this systematic review of the literature, the existing evidence related to the use of CS is examined thematically. While several studies indicate differences between modalities, the purpose of this paper is not to refute any modality, but to give an historical understanding of the research related to CS. In addition, the authors provide a chronicle of the themes related to CS since its inception in the 1960s, illustrating a shift in use over time. Discussion and implications for future research is provided.
{"title":"Cued Speech: Evolving Evidence 1968–2018","authors":"Stephanie J. Gardiner-Walsh, Karla Giese, T. P. Walsh","doi":"10.1080/14643154.2020.1755144","DOIUrl":"https://doi.org/10.1080/14643154.2020.1755144","url":null,"abstract":"ABSTRACT The mention of Cued Speech (CS) within the field of deaf education and deaf studies is sure to spark some strong opinions. In this systematic review of the literature, the existing evidence related to the use of CS is examined thematically. While several studies indicate differences between modalities, the purpose of this paper is not to refute any modality, but to give an historical understanding of the research related to CS. In addition, the authors provide a chronicle of the themes related to CS since its inception in the 1960s, illustrating a shift in use over time. Discussion and implications for future research is provided.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79778580","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 : 2020-04-02DOI: 10.1080/14643154.2019.1591680
Kinjal Mehta, E. Hilton, M. Baldwin, P. Watkin
ABSTRACT Parent-to-parent support for the families of deaf children has been provided in an East London district as an adjunct to the existing Early Support programme. Two parents of deaf children were employed as Parent Support Workers. They were members of a multi-disciplinary team of audiologists, teachers of the deaf and a specialist speech therapist. A questionnaire was used to obtain the views of the parents of a 10-year cohort of 35 deaf children who had received the peer support. There were high levels of satisfaction. Twenty-two respondents (63%) judged that a parent who had a shared experience was the person best placed to offer help and advice immediately following the diagnosis of childhood deafness with 27 (77%) considering the counselling and guidance of the teacher or therapist as most useful in the pre-school period after this initial period. An overwhelming 34 (97%) would recommend peer support as being useful. Twelve professionals, including five teachers, submitted free text on their views of the support. This was evaluated using thematic analysis. There were concerns about training and governance of the Parent Support Workers, with one teacher considering that the role may conflict with that of the teacher. However, ten professionals considered it to be a beneficial addition to existing programmes and none wanted it withdrawn. Most recognised that the “shared experience” of caring for a deaf child enabled the support workers to get close to families and provide a link with the home, which helped the parents engage with the intervention of the multi-disciplinary team.
{"title":"Parent-to-parent support for the families of deaf children identified by the newborn hearing screen","authors":"Kinjal Mehta, E. Hilton, M. Baldwin, P. Watkin","doi":"10.1080/14643154.2019.1591680","DOIUrl":"https://doi.org/10.1080/14643154.2019.1591680","url":null,"abstract":"ABSTRACT Parent-to-parent support for the families of deaf children has been provided in an East London district as an adjunct to the existing Early Support programme. Two parents of deaf children were employed as Parent Support Workers. They were members of a multi-disciplinary team of audiologists, teachers of the deaf and a specialist speech therapist. A questionnaire was used to obtain the views of the parents of a 10-year cohort of 35 deaf children who had received the peer support. There were high levels of satisfaction. Twenty-two respondents (63%) judged that a parent who had a shared experience was the person best placed to offer help and advice immediately following the diagnosis of childhood deafness with 27 (77%) considering the counselling and guidance of the teacher or therapist as most useful in the pre-school period after this initial period. An overwhelming 34 (97%) would recommend peer support as being useful. Twelve professionals, including five teachers, submitted free text on their views of the support. This was evaluated using thematic analysis. There were concerns about training and governance of the Parent Support Workers, with one teacher considering that the role may conflict with that of the teacher. However, ten professionals considered it to be a beneficial addition to existing programmes and none wanted it withdrawn. Most recognised that the “shared experience” of caring for a deaf child enabled the support workers to get close to families and provide a link with the home, which helped the parents engage with the intervention of the multi-disciplinary team.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72550810","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：