Journal of Deaf Studies and Deaf Education最新文献

This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.

Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present mixed-methodology, multi-method case study is an empirical evaluation of how deaf aesthetics contributed to the process of redesigning a course, including major revisions to instructional slide decks (e.g., PowerPoint, Google Slides, Prezi). The research question we examined is: How can instructional designers and university educators effectively design and use deaf aesthetics and multimodal curricula and pedagogies to prompt and sustain educational interactions with deaf or deafblind learners and teachers?

The use of Deaf role-models (DRMs) with Deaf children born into hearing families is a practice aimed at improving outcomes for Deaf children, yet there is little peer-reviewed research available to influence future direction of such. This scoping review directs attention to available research on DRMs as a socio-linguistic and cultural viewpoint for balancing a predominantly audiological approach for early intervention for Deaf children. Systematic database searches initially yielded 132 records, of which seven articles were included in this scoping review. Findings are presented as five themes: 'Deaf Gain' and associated cultural capital, effective communication, developmental influences, family (or caregiver) attitudes to Deafness, and administration of DRM programs. Few formalized DRM programs were identified within the literature. The review concludes with recommendations for further exploration of the DRM experiences of Deaf people and their families within Australia.

This qualitative study focused on the synergistic experience of a group of Deaf1 and hearing participants during a 2-week international study-abroad program to investigate the impact of immersing hearing American Sign Language (ASL) undergraduate majors with culturally Deaf faculty and doctoral students. 20 participants included undergraduate students who were ASL majors, Deaf doctoral students, faculty members, and an interpreter. Data included narratives with the Deaf faculty leader and the hearing ASL interpreter, a content analysis with the hearing undergraduates, and a section focused on the Deaf perspective with a thematic analysis with the Deaf faculty, students, and alumni. 6 themes emerged in the discussion of students' experiences during the tour in Thailand, including being immersed into the Deaf world, the challenge of not comprehending what was happening, the patience of the Thai people, experiencing cultural differences, receptive skills improving, comprehension increasing, and issues related to scheduling of events. The impact of both international and multicultural influences are discussed. Additionally, recommendations for travel agencies that work with Deaf study-abroad leaders are included.

In this study, 19 college-educated deaf adults with experience using interpreters in educational settings provided insights into how successfully various elements of classroom discourse were preserved through interpretation. The deaf adults, fluent in American Sign Language (ASL) and experienced at using interpreters, watched educational interpreters' renditions of an elementary school art lesson, and answered questions, providing information about the clarity, completeness, and coherence of the message. Next, the deaf adults were asked to compare what they saw in the first interpretation of the lesson to what was conveyed in a second iteration by a highly experienced interpreter familiar with the lesson whose first language is ASL. A control group of 16 hearing adults accessing the lesson directly from the teacher answered the same questions. For the elements of classroom discourse studied-main ideas, project instructions, mental state references, and relevance strategies-results showed a substantial difference between what the hearing participants in the direct presentation condition received and what the deaf adults accessing the message through the educational interpreters received. Qualitative analyses of the differences-between the direct versus interpreted versions and between the deaf participants' responses to the two interpretations-revealed tendencies for, and ramifications of, alterations and omissions in classroom discourse.

Only about 1% of the children receiving special education services are deaf or hard of hearing (DHH). This group of children is highly heterogeneous with respect to a range of factors such as age of onset, degree of hearing loss, language and communication choices and access, and educational settings. Capturing the complex background of a DHH child is a critical component of an appropriate and accurate evaluation. A structured developmental history is the most effective way to ensure clinicians of all levels of experience are gathering comprehensive information relevant to a DHH child. However, to date, no such assessment focusing on factors specific to DHH children exists. The purpose of this article is to introduce a structured background information and developmental history form designed to gather comprehensive developmental and ecological information unique to DHH children.

Narrative language samples can be used to measure language development in children, but research on narrative development in deaf and hard-of-hearing (DHH) children is scarce, limiting knowledge of developmental stages and best practices for collection and analysis. This scoping review included 39 articles that explored recent methodologies and achievements in oral or signed narratives of DHH children, including comparisons with hearing peers and within-group analyses of early auditory experience, device use, and other measures. Articles featured DHH participants aged < 4 to 18 years, varying in device use, communication modalities, and educational settings. Most studies utilized story generation tasks with early elementary-aged children and analyzed either microstructure or macrostructure. Mixed results in comparisons with hearing children emphasized the need to consider individual differences (e.g., speech perception and age of spoken language access) in DHH narrative assessments. Findings also suggest that comparability across studies would be improved by more consistent terminology and procedures in narrative collection/analysis.