Deafness & Education International最新文献

{"title":"Taiwanese Sign Language and Chinese reading comprehension: Exploring relationships","authors":"Hsiu-Tan Liu","doi":"10.1080/14643154.2022.2077896","DOIUrl":"https://doi.org/10.1080/14643154.2022.2077896","url":null,"abstract":"ABSTRACT This study explores relationships between Taiwanese Sign Language (TSL) and Chinese reading comprehension with 65 deaf adults/youth (study 1: ages 14–50 years) and 27 deaf children (study 2: ages 6–13 years). Significant relationships were found between scores on two tests measuring TSL tasks. In study #1, the TSL tasks (measured by Taiwan Sign Language Comprehension Test, TSLCT) on story and syntax comprehension predicted more of the variance than vocabulary on Chinese reading comprehension. In study #2, TSL tasks measuring vocabulary (using Taiwanese Sign Language Receptive Skills Test, TSL-RST) predicted more of the variance than syntax and story comprehension on Chinese reading comprehension but were not significant. Results are interpreted utilising Cummins’ Linguistic Interdependence Theory and Threshold Hypothesis. Limitations, future research and educational implications are provided.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"20 1","pages":"203 - 223"},"PeriodicalIF":1.4,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85542937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceptualizing the role of mediation in an online American Sign Language teaching model for parents of deaf children","authors":"K. Snoddon, Krishna Madaparthi","doi":"10.1080/14643154.2022.2076010","DOIUrl":"https://doi.org/10.1080/14643154.2022.2076010","url":null,"abstract":"ABSTRACT This paper discusses the role of mediation as it arose in developing and teaching two online American Sign Language (ASL) courses for parents of deaf children during the COVID-19 pandemic. Deaf children and their families who are still acquiring ASL have ongoing learning needs that are most often not met in mainstream educational systems, and these inequities have deepened during the pandemic. Combining reception, production, and interaction, mediation is a mode of language activity in the Common European Framework of Reference for Languages (CEFR) that involves “languaging” to develop ideas and facilitate understanding and communication. In this nine-month study, intensive parent ASL courses were adapted and developed for rapid implementation of online instruction in order to meet the second or additional language ASL learning needs of parents of deaf children. Online questionnaire, interview, observational, and assessment data were gathered regarding participating parents’ learning processes and experiences. As study findings reveal, a main theme that arose was the role of mediation in terms of alleviating various barriers for participants and facilitating the linguistic and cultural dimensions of parents’ online ASL learning and understanding through cognitive and relational means.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"33 1","pages":"4 - 20"},"PeriodicalIF":1.4,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85127838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deaf children with spoken language bilingualism: Professional guidance to parents","authors":"E. Wright, V. Stojanovik, L. Serratrice","doi":"10.1080/14643154.2022.2062096","DOIUrl":"https://doi.org/10.1080/14643154.2022.2062096","url":null,"abstract":"ABSTRACT 13% of deaf children in the UK use more than one spoken language. Parents of deaf children from bilingual backgrounds must decide whether to communicate with their child using more than one spoken language, with or without a signed language(s) as well. As most deaf children are born to hearing parents with little or no knowledge of deafness, professional guidance received during this decision-making process is critical. This study examined the beliefs of professionals on the ability of a deaf child to acquire two spoken languages and the advice professionals give to parents considering spoken language bilingualism for their deaf child. 108 professionals who work with deaf children in the UK (50 Teachers of the Deaf [ToDs], 47 speech and language therapists [SLTs] and 11 audiologists) completed an online questionnaire between the 24th May 2019 and the 1st July 2019. Most participants believed deaf children can achieve spoken language bilingualism and would advise parents to speak in their home language, regardless of the parents’ English proficiency. However, audiologists were 11 times more likely than SLTs to report linguistic confusion, and ToDs at least 11 times more likely than SLTs to report reduced proficiency in English and the home language because of bilingualism. ToDs and SLTs were found to play a key role in bilingual parents’ decision-making process. Consequently, there is a need for specific training and interprofessional learning to ensure parents receive consistent evidence-based advice.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"574 1","pages":"21 - 39"},"PeriodicalIF":1.4,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87263357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deaf children and cognition","authors":"Rachel O’Neill","doi":"10.1080/14643154.2022.2067465","DOIUrl":"https://doi.org/10.1080/14643154.2022.2067465","url":null,"abstract":"Last week I visited a family who has a deaf child aged 11. The period of language deprivation he experienced was sadly seven years because of very late diagnosis, but he is a cognitively able child. When I greeted him, I asked if he was fasting. He said no but didn’t fully understand the sign for fasting. It was Ramadan during April this year, and his mother wanted me to explain fasting as he was going to join in for half the time each day. We looked at the calendar for Ramadan, and we had the times of sunrise and sunset from the local mosque website. We saw how two additional minutes were added to the morning and two to the evening each day as the days gradually lengthen in the spring. We counted the hours from sunrise to sunset and then divided them by two. That was how long he had to fast. He realised that the time would get longer through the month. He knows the word and sign breakfast and now understands more about fasting and breaking the fast. His mum wanted to explain why Muslims fast and explained it as giving money to poor people, especially in their home country. Her son wanted to know how the money could be sent in the post, maybe it wouldn’t be safe; this led to a discussion about electronic money transfer and different currencies. This discussion was held in BSL, spoken English and Arabic, using other resources such as the calendar of sunrise and sunset and the kitchen clock, which displays prayer times. It illustrates the way science and maths talk at home is embedded in the family’s cultural context and that translanguaging practices often also include other semiotic resources. The conversation was an example of embodied cognition in that it involved attention to the clock and the table of sunrises and sunsets, a constant position in relation to where we were standing for sunrise and sunset, and moving round the room to check with concern about his grandmother back in the mother’s first country. These are the sorts of conversations that deaf children often miss out on because complex and deep conversations are often limited by a lack of parent confidence or lack of opportunities to learn and use a sign language or to develop spoken languages, including heritage ones. Background","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"70 1","pages":"97 - 99"},"PeriodicalIF":1.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78684443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech-language outcomes of children with unilateral and mild/moderate hearing loss","authors":"Flora G. Nassrallah, J. Whittingham, Huidan Sun, E. Fitzpatrick","doi":"10.1080/14643154.2022.2047498","DOIUrl":"https://doi.org/10.1080/14643154.2022.2047498","url":null,"abstract":"ABSTRACT This work examined speech and language skills of a cohort of children with unilateral and bilateral mild/moderate hearing loss at time of discharge from preschool therapy services as they were transitioning to the school system. The study consisted of a retrospective chart review of children born between 2003 and 2011 and identified with a unilateral or a bilateral hearing loss up to 55 dB. Speech and language outcomes measures were obtained from three different tests commonly administered as part of the therapy protocol. Comparisons were made with normative data. A total of 238 children were diagnosed with a permanent unilateral or bilateral hearing loss by six years of age. Speech language standardised test scores were available for 74 children (65 English-speaking, 9 French-speaking). While overall results on all outcome measures remained within the expected range for children with typical hearing, of the 65 children with speech and language outcomes, 13 of 52 (25.0%) and 15 of 53 (28.3%) obtained lower scores on expressive communication and articulation, respectively, compared to children with typical hearing. These children were identified and fitted with hearing aids at a later age. Findings of this study suggest possible benefits of early identification and intervention and warrant additional research on early-identified children with unilateral or mild/moderate bilateral hearing loss.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"61 1","pages":"40 - 58"},"PeriodicalIF":1.4,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80554437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The importance of the lived experience of deaf people","authors":"Jill Duncan, Rachael O’Neill","doi":"10.1080/14643154.2022.2035485","DOIUrl":"https://doi.org/10.1080/14643154.2022.2035485","url":null,"abstract":"As editors-in-chief, we support and encourage academics and practitioners who are deaf or hard of hearing to undertake research and submit findings to Deafness & Education International (D&EI). The lived experience of deafness brings an authentic richness to the readers’ text understanding that is difficult to replicate. We also encourage deaf people to consider mentoring deaf youth. Many children and young people who are deaf live and study in isolation from other deaf people. Deafness is a unique experience that can only truly be shared by deaf people. We also encourage service providers to offer online access to deaf teenagers to facilitate the connection with deaf mentors to support those who live in rural, regional, and remote areas and cannot access in-person mentoring. Deaf adolescents need deaf mentors. They also require experiences where they can engage with other deaf youth who share similar experiences. Therefore, we also support the opportunity for deaf young people to attend “deaf camps” as a beneficial way to gather, enjoy each other’s company and talk about the facilitators and barriers to social, academic and employment inclusion. The engagement with those with lived experience of deafness can also be extended to caregivers of deaf children and young people. It is vitally important for caregivers of deaf children to listen to and engage with deaf people. This engagement will shed light on potential, future, and sometimes daily challenges and opportunities the child may encounter. If you are a service provider, we appeal to you to prioritise the connections of people with lived experience of deafness with deaf young people and their families. We also believe that recruitment, retention, and career progression of deaf people is essential within all employment domains. The leadership of deaf people within and outside deafness-related professions provides important insights, guiding our work in new directions. Finally, deafness-related, or general disability-related public policy, is best when deaf people participate in its formulation and implementation. The disability movement slogan, “nothing about us without us” should be at the core of our work teaching deaf students and when conducting research in deaf education.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"97 1","pages":"1 - 1"},"PeriodicalIF":1.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83536447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language skill development in children with cochlear implants and the impact of age at switch-on","authors":"Lauren Sophie Hand, Charlotte Ka Yun Liu, Gemma Hardman, M. Mahon","doi":"10.1080/14643154.2021.2001616","DOIUrl":"https://doi.org/10.1080/14643154.2021.2001616","url":null,"abstract":"ABSTRACT Deaf and hard-of-hearing (DHH) children with cochlear implants (CwCIs) constitute a heterogeneous population. A multitude of factors influence their spoken language development. There is evidence that CwCIs follow similar trajectories in language development as typically developing (TD) children but there is a lack of research on specific types of skills. This study aimed to (1) map the trajectory of receptive and expressive language skill development of a representative group of CwCIs and (2) evaluate the impact of age at switch-on (ASO) on skill development. This paper presents a detailed analysis of the language outcomes of 44 CwCIs with ASO between 11 and 45 months (M = 26.02 SD = 8.31). These children were tracked for the first two years following implantation. Clustered bar charts were used to compare specific types of skills acquired by CwCIs with ASO ≤2 years versus >2 years. The results suggest that CwCIs generally acquire receptive and expressive language skills along a similar sequence to TD children, but there is individual variability relating to specific skills. However, the language outcomes of CwCIs are ultimately the result of a complex interplay of demographic variables.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"65 1","pages":"59 - 78"},"PeriodicalIF":1.4,"publicationDate":"2021-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77575375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers and facilitators to engaging in mainstream primary school classrooms: Voices of students who are deaf or hard-of-hearing","authors":"Michelle Todorov, K. Galvin, Renée Punch, S. Klieve, F. Rickards","doi":"10.1080/14643154.2021.1992829","DOIUrl":"https://doi.org/10.1080/14643154.2021.1992829","url":null,"abstract":"ABSTRACT Classroom engagement can be problematic for students who are deaf or hard-of-hearing (DHH), but is essential to ensure that they can reach their best educational and postschool outcomes. This study used semi-structured interviews to explore the self-perceived barriers and facilitators to classroom engagement for 16 DHH students educated in mainstream primary school settings. The interviews consisted of a series of questions and a card-sorting activity. The interviews were audio recorded, transcribed, and analyzed using thematic analysis. Four themes were generated from the thematic analysis. Barriers to engagement were considered as a single theme, while facilitators to engagement were divided into three themes of student strategies, supports to students, and teacher actions. The barriers and facilitators identified demonstrate the range of complex factors that contribute to or impede the engagement of students who are DHH in mainstream classrooms. This information can be used to inform teachers, professionals, students, and their parents about the experiences of these students in mainstream classrooms. In particular, the findings indicate the importance of self-advocacy and the potential benefits of implementing self-advocacy programmes to help students who are DHH manage the challenges to engagement they face in the classroom. The findings also highlight the importance of the consistent use of facilitative teaching strategies by the classroom teacher, and the crucial impact of background noise on engagement along with improvements that could contribute to better noise management.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"78 2 1","pages":"2 - 23"},"PeriodicalIF":1.4,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85954992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Auditory disorders in the classroom: A guide for speech language pathologists, audiologists and educators","authors":"Amy Louise Schwarz, Emilie Galemore","doi":"10.1080/14643154.2021.1989126","DOIUrl":"https://doi.org/10.1080/14643154.2021.1989126","url":null,"abstract":"Tobias Haug, Wolfgang Mann and Philip Prinz (chapter 4) dedicates also a section to the challenges of assessment of sign language skills of atypical and diverse sign language users. Also, they address methodological issues in web-based sign language assessment tests and analyse the role of the dynamic assessment of sign language. Matthew Dye and Robin Thompson (chapter 8) analyse issues in relation to sign language comprehension and production and describe the psycholinguistic processes and challenges in acquiring sign languages, especially for those children whose access to a sign language is delayed. Velia Cardin, Ruth Campbell, Mairéad MacSweeney, Emil Holmer, Jerker Rönnberg and Mary Rudner (chapter 9) focus on brain plasticity and language development. The authors outline the importance of critical periods in a person’s development and provide research indicating that developmental adaptability of the neural system is modality-independent and that the reorganisation of the brain of deaf persons occurs as a result of visual communication strategies. Finally, in Chapter 10, Gladys Tang, Robert Adam and Karen Simpson make an overview of sign bilingual education in certain countries, describe the evolution of and the future development in sign bilingual education by considering the changing linguistic repertoire of deaf children, the technological and educational trends. This edited volume can be of interest to linguists, psychologists, neuroscientists and other professionals who study sign language development. The educational dimension is less addressed, but some chapters provide useful research for early educators. The last chapter addresses more educational issues by discussing the present and the future of sign bilingualism in educational contexts. In conclusion, this volume makes the readers aware of Bencie Woll’s contribution in sign language studies and also provides theoretical and empirical information regarding sign language development including communication and early interaction, cognitive skills, assessment, brain plasticity and sign bilingualism. Each chapter addresses interesting topics and poses new questions for future research.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"1 1","pages":"289 - 291"},"PeriodicalIF":1.4,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89646929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thank you to Deafness & Education International’s peer-reviewers","authors":"","doi":"10.1080/14643154.2021.2012348","DOIUrl":"https://doi.org/10.1080/14643154.2021.2012348","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"188 1","pages":"i - i"},"PeriodicalIF":1.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76956350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}