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Spoken Language Bilingualism in the Education of Deaf Learners. 聋人学习者的口语双语教育
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.0009
Melanie L Simpson, Connie Mayer

For much of the history of deaf education, spoken language bilingualism was not considered a viable goal. It was believed that given the challenges of meaningful auditory access, age-appropriate development in even one language would be daunting. However, implementation of universal newborn hearing screening during the early 2000s, along with early fitting of hearing technologies, including cochlear implants, has afforded significantly improved access to spoken language during the critical early years of language acquisition for most deaf children. In this context, it is timely to reconsider the possibilities of spoken language bilingualism in the education of deaf students. The present article therefore focuses on examining the available literature with a view to summarizing current understandings and reflecting on how these understandings can inform future research and practice and the multiple ways in which bilingualism can be operationalized in the education of deaf students.

摘要:在聋人教育的历史上，口语双语并不被认为是一个可行的目标。人们认为，考虑到有意义的听觉接触的挑战，与年龄相适应的语言发展即使是一种语言也会令人望而生畏。然而，在21世纪初实施的普遍新生儿听力筛查，以及包括人工耳蜗在内的早期听力技术的安装，大大改善了大多数聋儿在语言习得的关键早期使用口语的机会。在此背景下，我们有必要重新思考口语双语在聋哑学生教育中的可能性。因此，本文将重点研究现有的文献，以期总结当前的理解，并反思这些理解如何为未来的研究和实践提供信息，以及在聋哑学生教育中实施双语的多种方式。
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引用次数: 0
Universal Design for Learning Supports Distance Learning for Deaf Students. 通用学习设计支持聋人学生的远程学习。
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917249
Katie Taylor, Christina Yuknis

When the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered and used for the distance learning formats. In the present article, we provide an overview of the challenges schools faced in the quick move to distance learning, present the principles of Universal Design for Learning (UDL), and give some examples of ways in which UDL can benefit students who are deaf in distance learning.

当 COVID-19 于 2020 年开始流行时，美国各地的教师几乎在一夜之间转向远程学习。在普通教育和特殊教育中，许多教师没有为聋哑学生提供无障碍课程和支持的工具或策略。教师需要迅速、明确地更换教材，以满足所有学生在新的远程形式下的需求。聋人和重听学生的独特需求意味着，在远程学习形式中需要考虑和使用独特的便利措施和解决方案。在本文中，我们概述了学校在快速转向远程学习过程中所面临的挑战，介绍了通用学习设计（UDL）的原则，并举例说明了 UDL 如何使聋哑学生在远程学习中受益。
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引用次数: 0
Pragmatic Competence of Children With Cochlear Implants in Linguistic Activities. 人工耳蜗植入儿童在语言活动中的语用能力。
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a922850
Daniela Mieres, Cristina Cambra, Josep-Maria Losilla, Encarna Pérez

The objective of the study was to analyze the pragmatic competence of children with cochlear implants (CIs). The researchers explored whether children with CIs participated in communicative exchanges in a similar way to children with typical hearing (TH), as well as how the participation of children with CIs was regulated by the activity they performed. The sample consisted of 31 children with CIs (prelingually deaf, with a hearing age equal to or greater than 2 years) and 31 children with TH. The researchers used two activities to carry out the study: conversation and picture naming. The results showed that the children with CIs participated in longer communicative exchanges than their peers with TH and had greater difficulty providing adequate responses to their interlocutor. The type of linguistic activity and their hearing age influenced the responses of the children with CIs.

本研究旨在分析植入人工耳蜗（CI）儿童的语用能力。研究人员探讨了植入人工耳蜗的儿童是否以与典型听力（TH）儿童相似的方式参与交流，以及植入人工耳蜗的儿童的参与如何受到他们所从事活动的调节。样本包括 31 名带 CI 的儿童（语前聋，听力年龄等于或大于 2 岁）和 31 名有典型听力的儿童。研究人员使用了两种活动进行研究：对话和图片命名。结果表明，与患有听力障碍的同龄儿童相比，患有 CI 的儿童参与交流的时间更长，而且更难对对话者做出适当的回应。语言活动的类型和他们的听力年龄影响了带 CI 儿童的反应。
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引用次数: 0
In Memoriam: Barbara R. Schirmer. 悼念芭芭拉-R-席尔默
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917255
Cheri Williams
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引用次数: 0
In Memoriam: Barbara R. Schirmer. 悼念芭芭拉-R-席尔默
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917256
Bryan G Cook
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引用次数: 0
In Memoriam: Barbara R. Schirmer. 悼念芭芭拉-R-席尔默
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2023-01-01 DOI: 10.1353/aad.2023.a917256
Bryan G Cook
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引用次数: 0
Literacy and Advocacy 扫盲和宣传
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2022-04-14 DOI: 10.1353/aad.2022.0005
Stephanie Gardiner-Walsh
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引用次数: 0
The Relation Between Numerical Magnitude Processing and Mathematical Performance in d/Deaf and Hard of Hearing Children: The Influence of Fluency 聋哑儿童数字幅度处理与数学成绩的关系——流利度的影响
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2022-04-14 DOI: 10.1353/aad.2022.0001
Lilan Chen
Abstract:Pursuant to the criterion of fluency, two types of mathematical achievement tests were used in the present study: simple subtraction (to measure mathematical fluency) and number series completion (to serve as a nonfluency mathematics test). A cohort of 223 d/Deaf and hard of hearing (d/Dhh) students in grades 3–9 in special education schools took a series of cognitive and mathematical tests. After outlying data were considered, the sample was reduced to 198 students; the findings were consistent with expectations: The numerical magnitude processing did not add significantly to the prediction of mathematical reasoning (nonfluency mathematics) but did make a significant contribution to the prediction of arithmetic computation (fluency mathematics) after demographic variables and general cognitive processing were controlled for. The findings suggest that the effect of numerical magnitude processing on d/Dhh children’s mathematical performance can be influenced by mathematical fluency.
摘要：根据流利性标准，本研究采用了两种类型的数学成绩测试：简单减法（测量数学流利性）和数列完成度（作为非流利数学测试）。一组223名特殊教育学校3至9年级的聋哑和重听学生参加了一系列认知和数学测试。在考虑了外围数据后，样本减少到198名学生；研究结果与预期一致：在控制人口统计学变量和一般认知处理后，数值幅度处理对数学推理（非流利数学）的预测没有显著增加，但对算术计算（流利数学）预测有显著贡献。研究结果表明，数字幅度处理对d/dh儿童数学成绩的影响可能受到数学流利性的影响。
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引用次数: 0
Kathee M. Christensen: “Thinking Beyond the Ears” Kathee M.Christensen：“超越耳朵的思考”
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2022-04-14 DOI: 10.1353/aad.2022.0007
J. F. Andrews, L. Cheng
Abstract:Dr. Kathee Mangan Christensen, indefatigable ally and reformer in deaf education, passed away on December 8, 2021, in San Diego, CA. Kathee (called KC in the Deaf community) was not audiologically deaf. Yet throughout her life, as a teacher, teacher educator, and writer/researcher, she participated in social, political, and linguistic facets of the Deaf community promoting diversity, inclusion, and Deaf/hearing collaborative partnerships in the United States, Mexico, and Taiwan.
文摘:博士。Kathee Mangan Christensen是聋人教育的不知疲倦的盟友和改革者，于2021年12月8日在加利福尼亚州圣地亚哥去世。Kathee(在聋人社区被称为KC)并非听力失聪。然而，在她的一生中，作为一名教师、教师教育者和作家/研究员，她参与了聋人社区的社会、政治和语言方面的工作，促进了美国、墨西哥和台湾的聋人/听力合作伙伴关系的多样性、包容性。
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引用次数: 0
The Politicization of Scholarship 学术的政治化
IF 1 4区 教育学 Q3 EDUCATION, SPECIAL
American Annals of the Deaf
Pub Date : 2022-04-14 DOI: 10.1353/aad.2022.0009
P. V. Paul
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引用次数: 1
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