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American Annals of the Deaf最新文献

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Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic. 在大流行病中的多语言课堂上教授菲律宾聋哑学生识字。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a927615
Marian Patricia Bea U Francisco, Maria Veronica T Perez, Baby Ruth Evelina C Reyes
{"title":"Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic.","authors":"Marian Patricia Bea U Francisco, Maria Veronica T Perez, Baby Ruth Evelina C Reyes","doi":"10.1353/aad.2024.a927615","DOIUrl":"10.1353/aad.2024.a927615","url":null,"abstract":"<p><p>This article describes the current landscape of teaching literacy to Filipino Deaf students in a multilingual, multi-cultural classroom amid the pandemic. The article highlights the uniqueness of Filipino Deaf students as multilingual learners in a multi-cultural classroom and the lack of literature and research on Deaf multilingualism both locally and globally. Moreover, the article focuses on the role of Deaf teachers in teaching Filipino Deaf students, especially in their literacy development. The steps being done to ensure that the curriculum is inclusive of Deaf learners who use Filipino Sign Language (FSL), teacher preparation and materials development, and the challenges in the shift to distance learning amid the COVID-19 pandemic are also discussed. Future directions and recommendations include review of curriculum and adaptation, enhancement of teacher preparation, promotion of collaborative teaching and research efforts, and the production of more appropriate and accessible instructional materials for Deaf students.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"168 5","pages":"296-310"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style. 如何提高聋人或重听学生的勇气？思维方式的影响。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a931188
Sanyin Cheng, Li Haochen, Li Jiaqi
{"title":"How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style.","authors":"Sanyin Cheng, Li Haochen, Li Jiaqi","doi":"10.1353/aad.2024.a931188","DOIUrl":"10.1353/aad.2024.a931188","url":null,"abstract":"<p><p>The researchers examined the associations between thinking styles and grit. A cross-sectional design was adopted, with two weeks of data collection. The Thinking Styles Inventory-Revised II and the Grit Scale were administered to 365 signing deaf or hard-of-hearing (DHH) Arts and Design students and 443 hearing university students in mainland China. CFA, MANOVA, hierarchical multiple regression analyses, and a multi-group analysis were executed for data analysis. DHH and hearing students with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher grit levels, with large effect sizes for the identified relationships. There were no differences in the relations for either group. The associations between thinking styles and grit may protect against psychological pressure and rehabilitation problems and enable university/school administrators, counselors, social workers, teachers, parents, and students to enhance the grit of students who are deaf or hard of hearing.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 1","pages":"40-56"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141555636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Reading of Deaf Arabic Children in Israel. 以色列阿拉伯语聋哑儿童的阅读。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a931187
Haneen Wattad, Salim Abu-Rabia, Sara Haddad-Shehadeh
{"title":"The Reading of Deaf Arabic Children in Israel.","authors":"Haneen Wattad, Salim Abu-Rabia, Sara Haddad-Shehadeh","doi":"10.1353/aad.2024.a931187","DOIUrl":"10.1353/aad.2024.a931187","url":null,"abstract":"<p><p>Studies on the reading acquisition of deaf children investigate the similarities and differences in the reading process between these readers and typical hearing readers. There is no consensus on the nature of the reading process among deaf readers, whether they use the same reading processing strategies as typical readers or depend on other strategies to close the gap. The present study aimed to test the types of strategies used to process written words by deaf Arabic readers with prelingual deafness, compared to their hearing peers, and to test the effectiveness of deaf readers' use of these strategies. Three experimental paradigms were tested. The findings indicated that deaf Arabic readers rely on essentially similar processing strategies to those used by hearing readers. However, deaf Arabic readers employ these strategies with significantly less effectiveness. The results are discussed in light of international data.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 1","pages":"12-39"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141555639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Kant and Elvis: The Art and Science of Synthesis. 康德与猫王：合成的艺术与科学。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a937172
Peter V Paul
{"title":"Kant and Elvis: The Art and Science of Synthesis.","authors":"Peter V Paul","doi":"10.1353/aad.2024.a937172","DOIUrl":"10.1353/aad.2024.a937172","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 3","pages":"255-261"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining the Language and Communication Factors of a Deaf Child with Autism Spectrum Disorder from an Immigrant Korean Family. 研究韩国移民家庭中患有自闭症谱系障碍的聋哑儿童的语言和沟通因素。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a927614
Eun Young Kwon, Joanna E Cannon, Caroline Guardino
{"title":"Examining the Language and Communication Factors of a Deaf Child with Autism Spectrum Disorder from an Immigrant Korean Family.","authors":"Eun Young Kwon, Joanna E Cannon, Caroline Guardino","doi":"10.1353/aad.2024.a927614","DOIUrl":"10.1353/aad.2024.a927614","url":null,"abstract":"<p><p>Extant research on learners who are d/Deaf or hard of hearing with disabilities who come from Asian immigrant families is extremely sparse. The authors conducted an intrinsic case study of a deaf student with autism who comes from a Korean immigrant family. To acquire a comprehensive understanding of language and communication characteristics, they analyzed (a) interview data of three administrators who worked with the student and family and (b) school documents/reports issued to the parents. Themes are reported across the three components of the tri-focus framework (Siegel-Causey &amp; Bashinski, 1997): the learner, partner, and environment. Implications for practitioners who work with these learners and their families are discussed, including (a) compiling an individualized language and communication profile that encompasses the framework; (b) utilizing culturally and linguistically responsive practices with the family; (c) practicing interprofessional collaboration; and (d) modifying physical and social environments to increase accessibility.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"168 5","pages":"274-295"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Few More Perspectives on Conducting and Interpreting Research … or, Perhaps, Getting to the "Truth". 关于开展和解释研究的几点看法......或者，也许，了解 "真相"。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a927610
Peter V Paul
{"title":"A Few More Perspectives on Conducting and Interpreting Research … or, Perhaps, Getting to the \"Truth\".","authors":"Peter V Paul","doi":"10.1353/aad.2024.a927610","DOIUrl":"10.1353/aad.2024.a927610","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"168 5","pages":"233-236"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141065947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effectiveness of Group-Play Training on Emotion Recognition for Young Children Who Are Deaf or Hard of Hearing. 集体游戏培训对聋哑幼儿情绪识别的效果。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a937174
Heqing Huang, Yan Wang, Zhuoya Ma, Zhonghua Qin, Yifang Wang
{"title":"Effectiveness of Group-Play Training on Emotion Recognition for Young Children Who Are Deaf or Hard of Hearing.","authors":"Heqing Huang, Yan Wang, Zhuoya Ma, Zhonghua Qin, Yifang Wang","doi":"10.1353/aad.2024.a937174","DOIUrl":"https://doi.org/10.1353/aad.2024.a937174","url":null,"abstract":"<p><p>Deaf and hard of hearing (DHH) children are developmentally delayed in facial emotion recognition (FER). This study aimed to explore the possibility of enhancing the FER ability of DHH preschoolers through a group-play intervention. Nineteen children with a cochlear implant or hearing aid were enrolled in a 4-week intervention; six DHH children were assigned to a control group. The training program included a learning procedure for four basic emotions: happiness, sadness, anger, and fear. A pretest/posttest design was used to measure the DHH children's FER performance. The results indicated that although the two groups performed comparably on the FER task before the training (pretest), the performance of the intervention group was significantly better than that of the control group in the posttest. Moreover, the DHH children in the intervention group showed the greatest improvement in FER of happiness.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 3","pages":"284-300"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Professional Issues in the Interpreted Education of Deaf and Hard of Hearing Students. 聋人和重听学生口译教育的专业问题。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a937173
Kristen Guynes, Carla Wood
{"title":"Professional Issues in the Interpreted Education of Deaf and Hard of Hearing Students.","authors":"Kristen Guynes, Carla Wood","doi":"10.1353/aad.2024.a937173","DOIUrl":"https://doi.org/10.1353/aad.2024.a937173","url":null,"abstract":"<p><p>Through in-depth interviews, this qualitative study explored the perceptions of seven teachers of students who are d/Deaf and hard of hearing (D/HH) regarding inclusive and interpreted education. The findings revealed central themes of concern including inadequate support in inclusive placements, communication modality mismatches, and insufficient quality of interpreted education. The teachers' experiences underscore the need for more comprehensive educational support systems and the development of robust support mechanisms to effectively navigate the challenges of inclusive placements for students who are D/HH. Specifically, further attention must be given to improving the qualifications, training, support, and supervision of educational interpreters facilitating education in inclusive settings. These findings have implications for multiple stakeholders, including policymakers, educators, and supportive personnel involved in shaping inclusive education practices to ensure equitable access and the creation of supportive spaces where all students can thrive.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 3","pages":"262-283"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Alternative Method of Assessing d/DHH Secondary-School Students' L2 Language Development. 评估中学生第二语言发展的另一种方法。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a927613
Jongwoo Lee, Myeongeun Son, Jongbong Lee
{"title":"An Alternative Method of Assessing d/DHH Secondary-School Students' L2 Language Development.","authors":"Jongwoo Lee, Myeongeun Son, Jongbong Lee","doi":"10.1353/aad.2024.a927613","DOIUrl":"10.1353/aad.2024.a927613","url":null,"abstract":"<p><p>Little information is available on d/Deaf and hard of hearing (d/DHH) learners' L2 development. Their limited auditory access may discourage them from taking standardized tests, highlighting the need for alternative ways of assessing their L2 development and proficiency. Therefore, this study suggests adopting processability theory, which demonstrates a universal order of L2 development. Interviews with d/DHH learners and their teachers were conducted to explore their current difficulties in regard to understanding their L2 development. Also, we conducted brief speaking tasks to suggest alternatives to testing the L2 development of learners who are d/DHH in comparison to typical literacy learners. The result showed d/DHH students' L2 developmental patterns are similar to those of typical hearing peers, suggesting that d/DHH students and hearing learners share difficulties in similar areas when learning English. Teachers highlighted the lack of appropriate English tests to determine the d/DHH students' L2 development.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"168 5","pages":"258-273"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141065954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research. 研究。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a935871
{"title":"Research.","authors":"","doi":"10.1353/aad.2024.a935871","DOIUrl":"https://doi.org/10.1353/aad.2024.a935871","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 2","pages":"247-250"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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