Journal of Deaf Studies and Deaf Education最新文献

The importance of hearing parents of deaf and hard-of-hearing (DHH) children learning sign language is well documented. However, parents face many challenges in this learning process. This study investigates the experiences of Dutch hearing parents learning Dutch Sign Language (NGT) or Sign-supported Dutch through semi-structured interviews with 21 parents and 6 NGT teachers. The interviews explored parents' and teachers' perspectives on parental sign language courses, additional learning materials, and the challenges parents face in learning sign language. The findings highlight the value of DHH teachers and home-based initial courses, as well as the importance of courses aligning with the child's developmental stage and extending beyond vocabulary level. Both parents and teachers appreciated learning materials that could be used together by parent and child but expressed a need for additional and more elaborate resources. Common challenges included language-specific difficulties, such as mastering sign order and adapting to a visual language, and external barriers, such as difficulties accessing courses and conflicting expert advice regarding the use of sign language. These findings underscore the need for more accessible courses, longer-duration support, and greater consistency among professionals in their advice. This would better support hearing parents in effectively learning sign language and ensuring their DHH children have full access to language from an early age.

Deaf scholars have long worked at the margins of academic institutions not designed for them. Designated deaf academic spaces-where deaf ways of knowing, teaching, and communicating are centered-remain rare. This study explores what becomes possible when such a space exists, presenting Dr Deaf as a case study. Drawing on interviews with participants and teachers, we show how deaf epistemologies and pedagogies are enacted through cross-stage responsibility and academic becoming through re-alignment of deaf participants and teachers. We also identify a distinct deaf rhythm that emerges in this space. At the same time, we recognize that these practices are not experienced or valued equally by all participants and teachers: needs, priorities, and ways of engaging differ, and Dr Deaf's approaches may not resonate for all. Yet its values offer a flexible framework for imagining and sustaining other deaf academic and broader educational spaces.

This study examined the effects of psychological resilience on career exploration and decision-making self-efficacy in deaf or hard-of-hearing (DHH) college students, and explored the mediating role of hope. A sample of 356 Chinese DHH college students aged 18-27 years (mean age = 21.23; SD = 1.66) participated in this study and completed measurements about psychological resilience, hope and career exploration and decision self-efficacy. The results showed that psychological resilience positively associated with career exploration and decision-making self-efficacy. Agency thinking mediated the relationship between psychological resilience and career decisional self-efficacy, while pathway thinking mediated the relationship between psychological resilience and career decisional coping efficacy. These results indicated that the confidence of DHH college students in career exploration and decision-making can be built by developing their internal resources.

This study examined the effectiveness of the explicit, evidence-based vocabulary intervention, Text Talk, for deaf children attending mainstream spoken language education settings during the early years of school. The Text Talk program is designed to guide teachers' Tier Two vocabulary instruction in the context of read-aloud storybooks. Participants included 20 children with moderate-to-profound hearing loss using spoken language to communicate, and their teachers of the deaf (ToDs) at mainstream schools with deaf facilities. The study investigated both the students' growth in vocabulary knowledge, and the experience of the teachers in implementing the program. Findings indicated that while all students experienced vocabulary growth, students with the highest level of prior vocabulary knowledge demonstrated the greatest gains. Teachers reported that their involvement in the intervention encouraged them to incorporate additional evidence-based strategies into their instructional repertoires. Importantly, the study outcomes suggest that ToDs' expert knowledge about deafness was a critical component that positively influenced the effective implementation of the Text Talk program with deaf students.

This study examined whether professional development can translate a signed literacy instruction framework into high-fidelity classroom practice. Four K-3 teachers in an ASL/English bilingual program received a 2-day training followed by bi-weekly virtual coaching; entry into training was staggered in a non-concurrent multiple-baseline single case design. Teachers' use of indicators of signed literacy instruction was scored for at least 7 baseline and 2 intervention instructional units per teacher. Visual analysis showed near-zero fidelity during baseline and an immediate jump to 45%-60% on the first post-training unit, with 3 teachers accelerating to 80%-90% and 1 maintaining at 60%. Log response-ratio effect sizes ranged from 2.04 to 3.72, confirming large, consistent gains. Social validity interviews indicated that teachers valued the instructional framework, found it feasible, and planned to expand its use the following year. These findings show a functional relationship between SISI professional development and teachers' implementation of signed literacy instruction. They emphasize the value of professional development and suggest that signed literacy instruction can be embedded in early elementary curricula to promote deaf children's signing skills.

Research has been conducted worldwide to address various topics related to postsecondary education programs for deaf and hard-of-hearing (DHH) students. However, there is a paucity of reviews covering relevant research that could guide future efforts. Therefore, this literature scoping review was conducted to highlight exciting empirical studies in postsecondary education programs for DHH students. The review included 102 studies. The results of this review show the main characteristics of these studies, the years of publication, countries, research methods, and participants. This review also reveals 9 themes that were addressed in the reviewed studies. The most discussed topics relate to supportive services and the least to distance learning. Additionally, this analysis highlights the restrictions in the reviewed studies and the remaining areas that need to be addressed. Future directions are also discussed.

Parent-child interaction (PCI) is known to be a suportive predictor of child developmental outcomes. PCI is a 2-way, connected exchange where, particularly in infancy, the child is the agent of the interaction, initiating with eye gaze, action, emotion, and/or language, and the parent adapts their communication and interactional style in order to attune to and respond to their child. The research objectives of this study were informed by a group of hearing parents of deaf and hard-of-hearing (DHH) children. Whereas much of the literature examining PCI involves observations of parents/caregivers interacting with their children during play or book reading, these parents noted that PCI happens throughout the day; therefore, guidance and support to promote PCI during daily routines (i.e., repeated routines in care, hygiene, and nutrition) would also be useful. A systematic review aimed to identify and synthesize all academic papers assessing PCI with DHH children aged 0-3 within daily routine activities at home (i.e., activities outside of play or book reading). Severely limited results led to a 4-point Call to Action for researchers in the field: (1) examine PCI in daily routines; (2) capture PCI using video; (3) recruit diverse participant groups; and (4) report explicitly.

Deaf epistemology, which focuses on the unique ways deaf individuals navigate and experience the auditory world, has become a critical area of study in recent years, particularly in the U.S. This literature review explores key themes in deaf U.S. epistemology, focusing on the comparison between traditional (hearing-centered) epistemology and deaf epistemology, as well as the influences of identity, culture, and sign language. Findings reveal that deaf epistemology in the U.S. is deeply shaped by identity, cultural pride, Deafhood, and the recognition of American Sign Language and situated homecoming, raising questions about how deaf experiences contribute to knowledge. These findings suggest that it may be useful to explore the concept of deaf epistemology in countries such as Indonesia, where historical context, Indonesian Sign Language (Bisindo), identity, and culture have developed under different social and political conditions. This review seeks to use the U.S. deaf epistemology framework to investigate how a distinct deaf Indonesian epistemology might emerge, given the challenges of language suppression, limited educational access, and the struggle for recognition of Bisindo. This work contributes to ongoing advocacy for the recognition of Bisindo and deaf culture in Indonesia, providing a foundation for future research on how deaf Indonesians construct knowledge in their own cultural context.

This online ethnography narrates the learning experiences of Deaf students in a public high school in Quezon City, Philippines, and the institutional factors that affected the learning processes and deliveries for Deaf students during the COVID-19 pandemic. Deaf students encountered various difficulties during the 2 years of online learning: (a) intermittent internet connection, (b) hearing-centric class discussions, (c) failure of teachers and parents to accommodate Deaf students' needs, (d) discriminatory acts against Deaf students, and (e) the inferior societal regard for Deaf individuals and their community. Guided by the principles of critical ethnography and utilizing online ethnography, this study affirmed that the Filipino Deaf community remains a linguistic minority and marginalized community. However, while societal processes are mostly dominated by hearing communities' ideologies, the visual meaning-making-the process of encoding and decoding signs visually-and the unique assemblage of Deaf students' community are ever present and visible despite the physical separation brought about by the pandemic.