American Annals of the Deaf最新文献

In this article, we visualize a framework of the intersectionality of literacy, spatial justice, and multimodality in teaching literacy to Filipino Deaf students. We propose a metaphor-based framework and discuss how it can be used in teaching literacy to Filipino Deaf students through classroom examples as well as suggestions and recommendations for teachers. We do this mainly through redefining the term literacy, allowing students access to different modalities, and restructuring learning spaces. We also explore the relationship between spatial justice and the concept of Deaf Space and how this applies in the "new normal" of online learning due to the pandemic. We also address the issue of how classroom and education structure may inadvertently produce spatial injustice, especially for Deaf students. Implications and additional questions in teaching Filipino Deaf students are also discussed.

This study aims to explore the transformation of parental perspectives on the identity of being a parent of a child with cochlear implant (CI), termed CI parent herein, within the context of Chinese culture. Narrative interviews were conducted with six parents from three families who have children with CIs. Using a narrative inquiry approach, this study reveals that the group identity of Chinese CI parents is dynamic. Their group identity changes through three stages: happy to be a CI parent, striving to be a parent of hearing children, and becoming a parent of excellent children. Additionally, technological advancement, time investment, Chinese karmic culture, social support, and educational support were identified as crucial factors influencing the shaping of Chinese CI parents' group identity. In the future, it is recommended to provide psychosocial support to CI parents in China through the establishment of parent group organizations and enhancing the quality of inclusive education.

Accessible and inclusive participation in sport can provide significant physical, psychological, and social benefits to Deaf or hard of hearing (D/HH) athletes. To understand how to facilitate these benefits, the researchers explored the lived physical education and sport experiences of D/HH collegiate athletes. Six athletes representing six sports were recruited and interviewed. Utilizing an interpretative phenomenological analysis approach to guide data collection, analysis, and interpretation, the researchers found five major themes: Self-Advocating for Awareness, Finding Meaningful Conversations, Overcoming Challenges, Seeking Community Connection, and Escaping Through Physical Activity. These themes illustrate the influence of accessibility and inclusion on the participants' sport experiences as well as the impact of the disability awareness of their coaches and peers. D/HH athletes and their coaches and teammates should work to overcome barriers to accessibility and inclusion to ensure the maximum benefit of being on a college sports team.

The authors investigated parent mental health during the COVID-19 pandemic and its association with parenting behaviors of parents of children who are deaf or hard of hearing. An electronic survey was distributed to parents (N = 103). The results showed that they were experiencing elevated anxiety, depression, and symptoms of post-traumatic stress disorder. A combined model demonstrated that parental distress was significantly associated with depression and with parental reports of symptoms indicating significantly higher distress. Parental distress was also significantly associated with parenting strategies: Parents who endorsed positive strategies reported significantly lower levels of distress, while parents who endorsed negative strategies reporting significantly higher levels. It was found that screening protocols to identify parents in need of support are crucial, particularly among the parent population considered in the present study. Additionally, access to mental health services and evidence-based positive parenting programs is essential.

Limited access to spoken and signed language is a worldwide phenomenon affecting deaf children. Language delay caused by impeded language acquisition has negative cascading effects on deaf children's learning and development. In the event of stymied language development, deaf students exhibit highly errored writing and commit errors unseen in the writing of hearing students. There is a need for specialized tools to evaluate and monitor the progress of deaf students' written language in ways that can inform instruction. The Structured Analysis of Written Language (SAWL), developed for this purpose, has thus far been used to analyze American students' writing. The objective of this study was to determine if and how the SAWL could be used to evaluate the writing of deaf Chinese students. After establishing a protocol, we piloted the administration of six SAWL variables in analyzing the writing of 11 Chinese and 11 American matched pairs across two genres of writing. Our hypothesis was that the instrument would result in similar outcomes across the groups, which had been carefully matched on hearing, language, and literacy variables. Independent samples t tests revealed that even though the groups differed on two SAWL variables for informative writing (the percentage of complete sentences and the number of words used in perfect t-units [an independent clause and its dependent clause counterparts]), most variables across genres were not statistically significant. Results, limitations, and implications are discussed.