American Annals of the Deaf最新文献

Immersion, Inclusion, Impact: Enhancing Educational Access for d/Deaf and Hard of Hearing Students Through Immersive Technologies-A Systematic Literature Review. 沉浸、包容、影响：通过沉浸式技术提高聋人和重听学生的教育机会——系统的文献综述。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2026-01-01 DOI: 10.1353/aad.2026.a1001772

A P Chong, K T Wong, V K L Soon, K S Kumar

{"title":"Immersion, Inclusion, Impact: Enhancing Educational Access for d/Deaf and Hard of Hearing Students Through Immersive Technologies-A Systematic Literature Review.","authors":"A P Chong, K T Wong, V K L Soon, K S Kumar","doi":"10.1353/aad.2026.a1001772","DOIUrl":"https://doi.org/10.1353/aad.2026.a1001772","url":null,"abstract":"Immersive technologies are increasingly used in education, yet their role in supporting the diverse communication and learning needs of d/Deaf and hard of hearing (d/Dhh) learners remains underexamined. This PRISMA-guided systematic review synthesizes evidence on how augmented reality, virtual reality, mixed reality, extended reality, and metaverse-based environments are applied in d/Dhh education. Searches of five databases (Scopus, Web of Science, IEEE Xplore, ACM Digital Library, and Google Scholar; 2014-2024) identified 30 studies (21 empirical, nine conceptual/design-focused). Data were synthesized narratively and interpreted through an integrated framework combining sociocultural theory, universal design for learning, bilingual-bicultural perspectives in deaf education, and the cognitive affective model of immersive learning. Across studies, immersive technologies were used to support both communication access and learning participation. The most consistent benefit was improved access to instructional content through multimodal supports such as captioning, visual representations, and, in some contexts, sign language integration. Additional outcomes in engagement, literacy development, social interaction, and conceptual understanding were reported in smaller subsets of studies. However, implementation remains constrained by hardware limitations, uneven accessibility design, and insufficient teacher readiness, raising concerns about equitable adoption. Overall, immersive technologies demonstrate high but fragile potential to enhance communication access and participation for d/Dhh learners, contingent on accessibility-driven design, professional support for educators, and participatory approaches that reflect diverse communication profiles.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"171 1","pages":"1-48"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149070382","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

Editorial: The Wisdom of Diversity. 社论：多样性的智慧。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2026-01-01

Peter V Paul

引用次数: 0

Erratum. 勘误表。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2026-01-01 DOI: 10.1353/aad.2026.a1001774

引用次数: 0

The Use of Artificial Intelligence with d/Deaf and Hard of Hearing Students: A Systematic Review. 人工智能在聋哑和重听学生中的应用：系统综述。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2026-01-01 DOI: 10.1353/aad.2026.a994476

Hakkı Bağcı

{"title":"The Use of Artificial Intelligence with d/Deaf and Hard of Hearing Students: A Systematic Review.","authors":"Hakkı Bağcı","doi":"10.1353/aad.2026.a994476","DOIUrl":"10.1353/aad.2026.a994476","url":null,"abstract":"The major purpose of the present systematic review is to critically evaluate the literature on the use of artificial intelligence (AI) with d/Deaf and hard of hearing (d/Dhh) students. It is also of interest to analyze any existing studies on the use of AI to improve the reading skills of these students. In light of limited available investigations, it is important to describe the development of a funded AI reading project to be proffered as a model for future research. The studies reviewed provide various examples of the use of deep learning, machine learning, and AI applications for d/Dhh individuals. These studies are not directly related to reading comprehension. One of the studies examined indicated that an AI-based sign language recognition technique can be used for word and sentence recognition in the future. In addition, it was hypothesized that this technique will help students improve their vocabulary. It was also emphasized that the system not only facilitates alphabet recognition, but also can be extended to the teaching of more complex reading units that form the basis of literacy. In the funded AI reading project model, reading texts were developed for d/Dhh students. The Flesch-Kincaid Grade Level (Turkish version) readability formula was used to determine whether the texts were suitable for the first- and second-grade levels. The model has the potential to serve larger groups of students through more comprehensive databases with its scalable structure.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 5","pages":"390-415"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148392102","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

Hearing Faculty Perceptions of the Application of Universal Design for Learning Principles in Higher Education Learning Environments for Deaf and Hard of Hearing Students. 聋人及听障学生高等教育学习环境中通用设计学习原则应用之认知。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2026-01-01 DOI: 10.1353/aad.2026.a1001773

Eman Aljabr

{"title":"Hearing Faculty Perceptions of the Application of Universal Design for Learning Principles in Higher Education Learning Environments for Deaf and Hard of Hearing Students.","authors":"Eman Aljabr","doi":"10.1353/aad.2026.a1001773","DOIUrl":"https://doi.org/10.1353/aad.2026.a1001773","url":null,"abstract":"This study explored hearing faculty members' perceptions and practices regarding implementing universal design for learning (UDL) principles when teaching deaf and hard of hearing (DHH) students in higher education and identified the barriers that hinder their application. A qualitative phenomenological approach was employed. Data were collected through semistructured individual interviews with 10 hearing faculty members at a university in the Kingdom of Saudi Arabia. The findings indicated that most participants agreed that UDL serves as a pedagogical framework designed to customize instructional methods to promote inclusive education for students with diverse abilities and needs. Hearing faculty members reported applying UDL through advance planning, making necessary instructional adaptations, and using visual tools when teaching DHH students. The results, however, also revealed significant barriers to implementing UDL. These included limited awareness of and training in UDL principles, alongside heavy teaching workloads and the demands of university instruction, including preparing presentations, designing activities, grading assessments, and providing feedback, all of which were identified as constraints to effective UDL application. Based on these findings, the study recommends developing training programs for faculty that focus on both the conceptual and practical aspects of UDL to improve instructional practices for DHH students. It also suggested creating institutional guidelines rooted in UDL principles.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"171 1","pages":"49-73"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149070372","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

Breaking the Cycle: How Core Self-Evaluation Shapes Cyber-Relationship Addiction. 打破循环：核心自我评价如何塑造网络关系成瘾。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2026-01-01 DOI: 10.1353/aad.2026.a993574

Yawen Du, Linlin Guo, Yao Zhang, Peng Dang, Xiaoou Bu, Hailin Ma

{"title":"Breaking the Cycle: How Core Self-Evaluation Shapes Cyber-Relationship Addiction.","authors":"Yawen Du, Linlin Guo, Yao Zhang, Peng Dang, Xiaoou Bu, Hailin Ma","doi":"10.1353/aad.2026.a993574","DOIUrl":"10.1353/aad.2026.a993574","url":null,"abstract":"Although cyber-relationship addiction among deaf and hard of hearing (DHH) college students has become a problem that needs urgent attention, few studies have examined the effects of core self-evaluation on cyber-relationship addiction and its underlying mediating mechanisms in this population. Drawing from the person-affect-cognition-execution model for addictive behaviors, this study aimed to explore the mediating role of anxiety and online self-disclosure in the relationship between core self-evaluation and cyber-relationship addiction among DHH college students. A total of 355 DHH college students participated in this study and completed a survey assessing core self-evaluation, anxiety, online self-disclosure, and cyber-relationship addiction. Results indicated that positive core self-evaluation among DHH college students was associated with a lower risk of cyber-relationship addiction. Additionally, anxiety and online self-disclosure played a serial mediating role in this relationship. These findings contribute to identifying effective intervention strategies to mitigate cyber-relationship addiction among DHH college students.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 5","pages":"373-389"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148346995","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

Eye Tracking Shows Deaf and Hard of Hearing Children with Cochlear Implants Read Like Hearing Peers. 眼动追踪显示，植入人工耳蜗的失聪和重听儿童阅读与听力正常的同龄人一样。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2026-01-01 DOI: 10.1353/aad.2026.a993573

Marzena Rusanowska, Paulina Radomska, Izabela Krejtz

{"title":"Eye Tracking Shows Deaf and Hard of Hearing Children with Cochlear Implants Read Like Hearing Peers.","authors":"Marzena Rusanowska, Paulina Radomska, Izabela Krejtz","doi":"10.1353/aad.2026.a993573","DOIUrl":"10.1353/aad.2026.a993573","url":null,"abstract":"This study investigated the reading processes of deaf and hard of hearing (DHH) children with cochlear implants (CIs) in comparison to typically hearing (TH) peers using eye-tracking methodology. While prior research on CI users has primarily focused on the level of reading performance, our approach captured word-by-word reading behavior to examine fixation durations, fixation counts, and regressions.Twenty-two DHH children with CIs (14 female; Mage = 10.25 years, SD = 1.31) and 26 TH children (16 female; Mage = 10.5 years, SD = 0.95), silently read an age-appropriate Polish text while their eye movements were recorded. We analyzed eye movements by word type (content vs. function words) and word length.Consistent with established reading research, both groups devoted more attention to content words than function words, and to longer than shorter words as evidenced by more fixations, longer dwell time, and more regressions. Interestingly, however, there were no differences in first fixation duration or average fixation duration. Finally, no significant between-group differences were observed in any eye-tracking metrics, indicating similar cognitive processing during reading.These findings align with the qualitative similarity hypothesis, suggesting that with appropriate support, DHH children with CIs can achieve reading processes comparable to TH peers.Similar first and average fixation durations indicate unimpaired word decoding, while increased fixation counts, regressions, and dwell times for content and longer words reflect higher demands during post-lexical semantic and syntactic integration. The results highlight the value of eye tracking as a sensitive tool for detecting reading strategies, and they underscore the potential of early implantation combined with holistic educational support to promote literacy development.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 5","pages":"351-372"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148346952","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

Unlocking Morphology: A Case Study of Morphological Knowledge Growth in a Deaf Student Using Computer-Delivered Intervention. 打开形态学：聋哑学生形态学知识成长的个案研究。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2026-01-01

Carla Wood, Linda Sasser, Sana Tibi, Michelle Torres-Chavarro, Kristen Guynes

{"title":"Unlocking Morphology: A Case Study of Morphological Knowledge Growth in a Deaf Student Using Computer-Delivered Intervention.","authors":"Carla Wood, Linda Sasser, Sana Tibi, Michelle Torres-Chavarro, Kristen Guynes","doi":"","DOIUrl":"","url":null,"abstract":"Morphological knowledge (MK), or awareness of word structure and morphemic relationships, is a critical component of literacy for students who are D/HH. However, it has been explored to a lesser extent than other literacy components, such as phonological awareness and vocabulary. This case study examined the responsiveness of an 11-year-old bilingual student who is deaf to a computer-delivered supplemental morphology intervention, the Morphological Analysis Pathway to Reading (MAP-R). Over 22 weeks, the student completed 22 online modules targeting derivational affixes and root-word relationships using explicit, multimodal instruction. Pre- and post-test comparisons of embedded proximal MK tasks and the standardized Morphological Awareness Test for Reading and Spelling (MATRS) (Apel et al., 2021) were used to evaluate outcomes. The participant demonstrated gains in affix identification, suffix spelling, and word transformation tasks, suggesting growth in morphological analysis skills throughout the academic year. The findings provide preliminary support for the feasibility and potential promise of computer-based morphology instruction for students who are D/HH. This study extends existing research by documenting responsiveness to a self-paced, technology-mediated format that may reduce instructional burden and increase accessibility. The implications for future controlled studies and for integrating MK instruction within speech-language and educational interventions are discussed.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 5","pages":"416-440"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431280","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

Helen Keller Centers for Deaf-Blind Youth and Adults. 海伦·凯勒聋哑青少年和成人中心。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987338

引用次数: 0

Advocacy, Support, and Rehabilitation Programs Federal Programs. 倡导、支持和康复计划联邦计划。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987339

引用次数: 0