Journal of Deaf Studies and Deaf Education最新文献

Teaching newly immigrated deaf and hard-of-hearing multimodal-multilingual learners requires the flexible and adapted use of diverse semiotic resources. This study adopts a linguistic ethnography approach to examine how three teachers use various semiotic resources in classrooms where German and German Sign Language (DGS) are taught simultaneously. The study analyzes (a) which semiotic resources are employed and (b) how teachers jointly use them to support students' languages learning. The findings reveal that teachers commonly draw on DGS, written (and spoken) German, and further semiotic resources: fingerspelling (manual alphabet of DGS), mouthing (German), and signing systems. Moreover, they may also incorporate student-initiated semiotic resources, i.e., students' heritage sign language and the manual alphabet of heritage sign language, to connect these to targeted languages. Furthermore, teachers calibrate additional semiotic resources, such as digital media, into their teaching to foster understanding. Overall, the study highlights teachers' strategies for supporting language development and facilitating understanding in a multimodal-multilingual learning environment.

Educational interpreters' roles and responsibilities have long been one of the most ambiguous and controversial aspects of inclusive education for Deaf and hard of hearing students. Although it is largely agreed upon that sign language interpreters are expected to fulfill expanded roles and responsibilities in educational settings, the field has yet to reach a consensus regarding where those extended boundaries are to be drawn. Furthermore, the longstanding lack of standardized expectations for educational interpreters has left many of them making unguided guesses regarding how to best support the students whom they serve, often in domains for which they have little-to-no formal preparation or training. Through a national survey, this mixed-method study explored 482 educational interpreters' fulfillment of various roles and responsibilities and their perspectives regarding appropriateness, with particular attention to their level of involvement as Individualized Education Program team members. Results indicate that educational interpreters continue to engage in a myriad of roles and responsibilities, of varying frequencies, and while there is some diversity among their perspectives regarding specific tasks, overarchingly, they aspire to contribute more comprehensively as educational professionals. These results further compel the call for a paradigm shift in which qualified educational interpreters possess the education, training, support, and confidence required to serve as accessibility specialists within the educational team.

Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with aspects of comprehension or production, and their communication with other signers is hindered. An online survey was used to gather estimates from professionals who work with signing DHH children about aspects of signed language comprehension and production that tend to be challenging for DHH children who are exposed to a signed language early and regularly throughout childhood (early/regular group) and DHH children who do not have early and regular exposure to a signed language (delayed/limited group). Estimates from 55 professionals revealed differences in the prevalence of language challenges across groups, with children in the delayed/limited exposure group reported to experience significantly more challenges than the early/regular exposure group, across all features of language examined. Focused analyses of specific features reveal that some aspects of language are more difficult than others.

Deaf and hard-of-hearing Multilingual Learners (DMLs) are Deaf and hard-of-hearing students who are either born outside of the country they currently receive schooling in or have both parents born outside of that country, using a language other than the national spoken language at home. This group is growing in numbers and contributes significantly to the increasing linguistic and cultural diversity in Deaf education. This systematic review synthesizes findings from 17 peer-reviewed empirical studies, identifying four educational levels relevant to DMLs: context, organization, educators, and student. Parents are key agents across all levels. While DML education generally aligns with that of other deaf and hard-of-hearing students, educators attest to difficulties teaching DMLs due to a lack of adequate assessments, strategies, and materials, adapted to DMLs' specific needs. Educators and parents highlight difficulties in establishing effective home-school collaboration, despite its recognized importance for academic success. DMLs value all their languages equally but especially emphasize the national sign language for learning. Parents are an underused resource. This review underlines the pressing need for empirical research on effective teaching strategies and materials for DMLs, improved internal and external school collaboration strategies, and a deeper understanding of DMLs' experience.

Prior studies have documented an association between reading comprehension and arithmetical skills. However, the underlying processes that might moderate these associations, particularly while accounting for general cognitive abilities, remain unclear. This study investigated whether grade level moderated the relationship between reading comprehension and mental subtraction in deaf and hard of hearing (DHH) children, after controlling for intelligence. A sample of 257 DHH children from Grades 3 to 9 in China completed measures of reading comprehension, single-digit subtraction, double-digit subtraction, and a test of non-verbal intelligence. Results indicated that after controlling for intelligence, the direct effect of reading comprehension on subtraction performance was not significant. However, moderation analyses using the PROCESS macro revealed that grade level significantly moderated this relationship for both single-digit and double-digit subtraction. Simple slope analyses showed that for children in higher grades, reading comprehension was a strong and significant predictor of subtraction performance. In contrast, for children in lower grades, the association was significantly weaker for single-digit subtraction and non-existent for double-digit subtraction. These findings highlight grade level as a critical developmental moderator, suggesting that the role of reading comprehension in arithmetic emerges and strengthens in later school years among DHH children.

This article examines how deaf students and interpreters experience positioning within mainstream educational settings, with a focus on environments where a critical mass-defined as multiple deaf students and interpreters-is present. Drawing on interviews with 41 formerly mainstreamed deaf individuals and interpreters, the study explores how critical mass influences engagement, participation, and perceived membership in the school community. Findings suggest that critical mass enhances access to Deaf Community Cultural Wealth (DCCW) and fosters collaborative positioning. These environments strengthen support systems for both deaf students and interpreters. These environments also promote professional development among interpreters and contribute to more inclusive school climates. The study is framed by positioning theory and DCCW, offering insights into how systemic and interpersonal dynamics shape educational experiences. Implications are discussed for both deaf education and interpreter education communities.

There are global initiatives aimed at improving the quality of Family-Centered Early Education (FCEE) for deaf and hard-of-hearing (DHH) children and their parents. This study aims to examine the FCEE practices provided to parents of DHH children aged 0-3 in Türkiye based on parental experiences. Employing a sequential explanatory mixed methods design, data were collected from 268 parents in the quantitative phase and 10 in the qualitative phase through the FCEE-DHH Survey, semi-structured interviews, and information form. Descriptive analyses were conducted, with qualitative findings elaborating on the quantitative results. Findings were categorized into four dimensions: information, guidance, intervention, and assessment. Results indicated that parents primarily relied on internet sources and peer networks to address informational needs. For guidance, limited access to psycho-social support and a lack of attention to parents' emotional needs were reported. Intervention practices were predominantly child-centered with minimal parental involvement. The absence of a systematic assessment led to unrealistic expectations regarding children's development. These results underscore the need for comprehensive, interdisciplinary FCEE programs in Türkiye supported by legal frameworks and integrated service policies.

This study explores the writing performance of deaf high school students, focusing on narrative, argumentative, and argumentative-with-sources genres, and examining the role of expressive language proficiency and early language exposure. Using a descriptive research design, the writing samples of 75 students were scored for idea development, organization, style, sentence fluency, word choice, and conventions using automated scoring. Results revealed a range of low to mid performance, with the argumentative-with-sources writing scoring similarly to narrative writing and showing incremental growth across the grade levels. Early language exposure and proficiency in ASL or spoken English were linked to better writing outcomes, highlighting the importance of early and accessible language development. The results underscore the urgent need for linguistically responsive materials, reliable ASL assessments, and evidence-based instructional strategies for addressing the range of needs of deaf students. The study calls for further exploration of the patterns observed in students' writing to design instruction that builds on strengths and addresses needs, enhancing academic success and societal participation for deaf learners.

Both deaf and hearing readers use morphological awareness skills to decode and comprehend printed English. Deaf readers, for whom phonological awareness is a relative weakness while orthographic sensitivity is a strength, may have a different relationship with morphology than similarly skilled hearing readers. This study investigated the impact of various reading sub-skills-spelling, vocabulary size, morphological awareness, and phonological awareness-on reading comprehension for deaf and hearing adult readers. Morphological awareness had a stronger relationship with reading comprehension for deaf than hearing readers, particularly for deaf readers with advanced morphological skills. Morphology and vocabulary were also more strongly related for the deaf group, indicating that deaf readers leverage morphology to expand their word knowledge. Overall, the findings highlight the unique and significant role of morphological awareness in the skilled deaf reader's "toolbox" and underscore the importance of morphological instruction in supporting the reading development of deaf individuals.

This paper, the 6th in a series about the level of access afforded to students who use educational interpreters, examines the intelligibility of messages produced by Conceptually Accurate Signed English (CASE) transliterators. Eight highly skilled receivers of CASE evaluated the intelligibility of messages that varied in accuracy and lag time. Results of intelligibility tests showed that (1) overall intelligibility (40%) was considerably lower than average accuracy (58%), (2) accuracy played a smaller role than expected in intelligibility, and (3) the relationship between accuracy and intelligibility likelihood was roughly sigmoidal in shape, with intelligibility likelihood falling fastest as accuracy drops below 65%. Mouthing was the primary factor in intelligibility of all words in the message, explaining 24% of the variance; accuracy accounted for another 6%. The roles were reversed for key words (accuracy accounted for 15% of variance; mouthing explained 6%). Lag time had no contribution after accounting for accuracy and mouthing, but utterances with lag times between 0.5 and 1.5 s were most likely to exceed 70% intelligibility. Future work should investigate sources of transliterator variability (e.g., speechreadability, presentation rate) and other communication options (e.g., American Sign Language) in order to ensure accessibility for all students who use educational interpreters.