Journal of Deaf Studies and Deaf Education最新文献

Vocational identity development is a crucial yet underexplored aspect of Deaf and Hard of Hearing (DHH) students' education and career progression. This study investigates the role of father involvement in shaping DHH students' vocational identity, focusing on the mediating effects of internal (self-determination) and external (social competence) factors. Using data from 1,003 DHH university students across China, the results revealed that father involvement significantly enhances vocational identity (β = 2.273, p < .001). Specifically, it positively impacts self-determination (β = 1.810, p < .001) and social competence (β = 0.889, p < .001), both of which independently and significantly influence vocational identity. Self-determination accounted for approximately 57.3% of the total mediation effect, while social competence contributed 28.1%. These findings highlight the importance of internal motivation and external social skills in career development. This study provides valuable insights into how father involvement influences vocational identity through distinct psychological pathways, offering evidence-based recommendations for interventions aimed at enhancing self-determination and social competence to support DHH students' vocational identity development.

For most deaf readers, learning to read is a challenging task. Visual word recognition is crucial during reading; however, little is known about the cognitive mechanism of Chinese deaf readers during visual word recognition. In the present study, two experiments explored the activation of orthographic, phonological, and sign language representations during Chinese word recognition. Eye movements were recorded as participants read sentences containing orthographically similar words, homophones, sign language-related words, or unrelated words. All deaf readers showed shorter reading times for orthographically similar words compared to unrelated words. However, when the reading ability was controlled, the homophone advantage was observed only for deaf readers with more oral language experience, whereas the sign language advantage was observed only for deaf readers with more sign language experience. When language experience was controlled, in comparison to deaf readers with lower reading fluency levels, those with higher reading fluency levels had more stable orthographic and sign language representations. Deaf college readers with more oral language experience activate word meanings through orthographic and phonological representation, whereas deaf college readers with more sign language experience activate word meanings through orthographic and sign language representation, reflecting a unique cognitive mechanism, and reading ability moderates this process.

The aim of this study was to analyze with the help of claims data which additional diagnoses are common for children who are deaf or hard-of-hearing (DHH) and at what frequency. Claims data sets from statutory health insurance providers contain different pieces of information, including medical diagnoses. The analysis of claims data was conducted for the 2010 birth cohort of 38,705 children who were insured by the BARMER health insurance company. This birth cohort was then narrowed down to all children who received a prescription for a hearing device within the first 10 years of their life (n = 474). For these 474 children, we assessed the most common additional diagnoses coded according to the International Classification of Diseases (ICD)-10-GM and analyzed their frequency. Apart from the high frequency of ear diseases such as "Diseases of middle ear and mastoid" (ICD category H65-H75, 95.4%), we also found a high frequency for "Developmental disorders" (ICD category F80-F89, 81.9%) and various other additional diagnoses. Our results show that DHH children are a heterogenous group with a high frequency of additional diagnoses.

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 women's leadership challenges dominant models of authority by centering relational trust, cultural fluency, and community care. Based on survey and interview insights, it highlights themes of trailblazing, self-authored roles, intersectional barriers, and leadership bias. Deaf women reclaim leadership through language and identity as sources of visibility and power. Their experiences reveal systemic barriers such as sexism, audism, tokenism, intra-community critique, as well as sustaining values of resilience, mentorship and collective celebration, urges for investment in Deaf-led mentorship, and sustainable scaffolding.

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.

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.

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.