Journal of Deaf Studies and Deaf Education最新文献

This paper examines the role of Jon Henner's Twitter presence (@jmhenner) as a form of crip activism, exploring how he used the platform to challenge normative ideologies and advocate for justice. Henner's tweets served as a medium for public scholarship, connecting many communities and fostering dialogues on the intersection of linguistics, disability, and deaf education. His work, deeply personal and politically engaged, illustrates the potential of social media as a tool for activism and cross-community building. In this paper, we combine historical documentation, ethnopoetics, and personal reflection to honor Henner's legacy and his contributions to redefining the discourse on disability and language. We hope this paper serves as call for continued engagement with Jon, and an example of how we might, together, keep doing ``the work.''.

The Science of Reading (SoR), recently popularized across media, academic, legislative, community, and educational platforms, continues to evolve in its meanings and applications. Perceptions of SoR range from being a multifaceted construct that incorporates various perspectives and some evidence, as articulated by Goodwin (in Heller, 2022. Taking stock of the science of reading: A conversation with Amanda Goodwin. Phi Delta Kappan, 103(8), 32-36), to a confined set of principles, as proposed in the IMSE Journal, and to a precise body of research, as highlighted by The Reading League in their "Defining Guide" report (The Reading League, 2024. Science of reading: Defining guide. https://www.thereadingleague.org/what-is-thescience-of-reading). In this paper, we engage in a discourse analysis of the text of recent state legislation related to the SoR and raise concerns about the resoluteness of the SoR movement in claiming a particular approach to beginning reading instruction is good for all children. In particular, we consider the assumption that an emphasis on sound-based phonology is a universal prerequisite for literacy development. The case of signing deaf readers is used to illustrate how the political use of research (Weiss, 1979) perpetuates assumptions about literacy development that can be disadvantageous for some. By examining these issues, we hope to illuminate the nuances in literacy development that are neglected in the SoR movement, ultimately allowing us to inform a more comprehensive, inclusive, and effective approach to literacy policy.

Identifying specific learning disabilities in deaf and hard-of-hearing (DHH) students presents unique challenges due to various factors, including language access. This study utilized data from 810 students enrolled in schools for the deaf to examine the influence of gender, educational level, signing status, and vocabulary knowledge on specific learning disability identification or suspicion. The analysis revealed that male students, those in middle school, and nonnative signers are more likely to be suspected of or identified with specific learning disabilities. These findings emphasize the need for thorough, culturally sensitive evaluations and the difficulties in differentiating between the effects of language deprivation and actual learning disabilities in DHH individuals.

Subfields of speech/language pathology (S/LP) in the Philippines and around the world are undermined by social notions of normality. Language ideologies of normality undermine developmental language assessment contexts that concern the diagnosis of Developmental Language Disorder relative to developmental language norms. Using my decolonizing theory that is in coalition with Dis/ability Critical Race Studies (DisCrit; Annamma et al., 2013a) and Crip Linguistics (Henner & Robinson, 2023), I reveal how these ideologies facilitate ableist and racist social processes that lead to psycholinguistic injustice. Psycholinguistic injustice can manifest as monolingualism, monomodalism, and oppressive notions of language disorder. Confronting psycholinguistic injustice entails honoring indigenous roots and reclaiming the languaging that was erased by colonization. By confronting psycholinguistic injustice, speech/language pathologists can figure out how to support the legitimacy of multilingual and multimodal languaging development. By resisting psycholinguistic injustice in the field of S/LP, humanizing theories, research, and practices that fundamentally place racial and disability justice can be developed. I conclude with my hopes for what psycholinguistic justice can be.

Deaf education teacher preparation programs (TPP) are essential for ensuring that teachers entering the classroom are equipped with the most up-to-date knowledge and skills for providing effective education to deaf and hard of hearing learners. However, research over a decade old already suggested that enrollment, graduation rates, and even numbers of programs has been on the decline even while demand for deaf education teachers remains steady. The purpose of this article was to update our current knowledge in the field of deaf education TPP, including the number of programs still operating, their student enrollment and demographics, their instructor employment, demographics, and areas of expertise. We found that despite a deep need for trained teachers, programs have continued to close since the most recent survey (completed in 2010). We also note a significant demographic mismatch between current faculty leading preparation programs, the pre-service teachers enrolled in these programs, and deaf and hard of hearing students enrolled in PK-12 schooling. These findings indicate the need to push for programs to operate despite relatively small numbers, as well as the need to purposefully recruit diverse faculty and future teachers working in deaf education classrooms.

Jon Henner and Octavian Robinson's (Henner, J., & Robinson, O. (2023). Unsettling languages, unruly Bodyminds: A Crip linguistics manifesto. Journal of Critical Study of Communication and Disability, 1, 7-37. https://doi.org/10.48516/jcscd_2023vol1iss1.4) theoretical framework, Crip Linguistics, has deeply influenced and informed my ethnographic research examining the experiences of adult deaf immigrants in the northeast United States. Through approximately 18 months of ethnographic fieldwork involving participant observation in the Deaf Services department of a nonprofit organization and in-depth, semistructured interviews with deaf immigrants, this research began as an investigation of how the intersection of deafness and immigration produces linguistic vulnerabilities. Crip Linguistics has been crucial to my analysis and understanding of deaf immigrant language practices, not as linguistically impoverished as perceived by many, but as varied, flexible, and collaborative. I argue that deaf immigrants' ability to navigate a multitude of languages and language modalities as they move through their daily lives demonstrates an immense degree of linguistic proficiency that is often overlooked, and their engagement in practices of "linguistic care work" challenges an ableist and exclusionary U.S. immigration regime.

The language practices and experiences of racially and ethnically minoritized users of signed languages have been largely ignored or marginalized within signed language linguistics. We bring a critical disability raciolinguistic perspective to crip linguistics to interrogate the White colonial logics, including essentialized competence, boundedness, and homogeneity, that underlie the foundation of signed language linguistics. We then consider some assumptions which would need to be rejected and embraced to work toward a crip linguistic theory. We conclude that a critical disability raciolinguistic-compatible coalitional linguistic theory that enacts a crip ethos toward language is one that we can and must try to manifest.

Deaf education research has long been preoccupied with the literacy levels of deaf students, particularly related to the idea that the average deaf high schooler graduates reading on the fourth-grade level. This statistic has been a rationale for countless interventions aimed at improving a so-called performance gap between deaf and hearing students. However, this statistic has also caused harm to deaf individuals, as research continues to frame the reading achievement of this population as a deficit in need of remediation. In this article, we performed a qualitative analysis of 14 articles published in the Journal of Deaf Studies and Deaf Education that used research on the fourth-grade reading level statistics as a basis for their work to understand the theoretical frameworks, results, implications for practice, and overall article approach of these works. We found that the majority of these works tended to use a negative, deficit framework for understanding deaf students' reading and made recommendations that maintain a hearing status quo. We close by arguing for research that adopts more revolutionary and evolutionary frameworks that challenge the status quo and support researchers in understanding deaf students' reading development separate from how it compares to hearing students.

We describe here the initial creation and validation of a tool designed to quantify certain unique life experiences of deaf individuals. The Deaf Childhood Experiences Scale (DCES) aims to provide empirical data on uniquely deaf life factors with the long-term goal of better understanding education, health, and quality of life outcomes among deaf populations. The methodology involved a mixed-methods approach of qualitative interviews with deaf community members to inform the creation of a quantitative assessment. This first version of the DCES comprises two main constructs-Language and Access, and Belonging-and was validated against Adverse Childhood Experiences questions, revealing a weak but significant correlation (r(568) = .18, p = < .001). The DCES offers a novel approach to better measure, and eventually understand the impact of, childhood experiences of deaf people that are likely salient for quality of life outcomes. Future work includes more validation efforts, plans for American sign language translation, parent and teacher versions, and further item revisions.