Journal of Deaf Studies and Deaf Education最新文献

Teacher reports of ASL literacy instruction in deaf education. 聋人教育中美国手语读写教学的教师报告。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-10-07 DOI: 10.1093/jdsade/enaf060

Leala Holcomb, Adele Ann Eberwein

引用次数: 0

Age of cochlear implantation and ASL skill impact literacy development. 耳蜗植入年龄和美国手语技能影响读写能力的发展。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf044

Thomas E Allen, Ely D Sibarium

{"title":"Age of cochlear implantation and ASL skill impact literacy development.","authors":"Thomas E Allen, Ely D Sibarium","doi":"10.1093/jdsade/enaf044","DOIUrl":"10.1093/jdsade/enaf044","url":null,"abstract":"After decades of research, many researchers (and the parents, educators, and clinicians who rely on the results of their scientific inquiry) maintain opposing views regarding appropriate strategies for ensuring adequate language and literacy development among young deaf children. These viewpoints range from the exclusive use of cochlear implants (with no visual language) to the exclusive use of a visual language (with no implantation). Recent authors have posited the potential benefits of early sign language for implanted children and have refuted claims that signing will negatively impact the success of implantation, but little research has explored the nature of these benefits in detail. This study examines the impact of sign language skill on emergent literacy for a sample of implanted 5-year-old deaf children. Using hierarchical regression modeling, this study evaluates whether the addition of a measure of American Sign Language (ASL) receptive skills to a model that includes the age of implantation increases the predictability of performance on two measures of emergent English literacy. The results confirm the hypothesis that level of ASL skill positively impacts emerging literacy, controlling for the age of implantation. Potential biasing effects of demographic variables are presented and discussed, as are implications for future research.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"457-468"},"PeriodicalIF":1.4,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Deaf children's experiences of hearing in everyday life: a systematic review. 聋儿在日常生活中的听觉体验：系统回顾。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf035

Ruth Nightingale, Alys Hollyer, Merle Mahon

{"title":"Deaf children's experiences of hearing in everyday life: a systematic review.","authors":"Ruth Nightingale, Alys Hollyer, Merle Mahon","doi":"10.1093/jdsade/enaf035","DOIUrl":"10.1093/jdsade/enaf035","url":null,"abstract":"Despite the recognition that deaf children and young people's (CYP) experiences should be central to practice and policy that promotes inclusion, relatively few studies have explored deaf CYP's perspectives concerning their everyday hearing experiences. This systematic review identified and synthesized qualitative research exploring deaf CYP's experiences of hearing in everyday contexts. Searches identified 31 papers that met the inclusion criteria. Using thematic synthesis to analyze findings, four themes were identified. The experience of hearing was individualised and influenced by the sounds that CYP could hear, the environment, and supportive strategies. Challenging listening conditions and strategies to manage the experience of hearing were identified, which may be considered by parents, practitioners and policymakers. However, due to the multiple factors that influence hearing, deaf CYP should be consulted on what they find challenging and the strategies they find helpful. Further research exploring deaf CYP's experiences of hearing outside of school is needed.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"446-456"},"PeriodicalIF":1.4,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12449072/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowering deaf rights: enhancing access to Colombia's labor market. 赋予聋人权利：加强进入哥伦比亚劳动力市场的机会。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf034

Humberto Bernal Castro

引用次数: 0

L2 ASL high school learners' perspectives of Deaf communities and cultures. 第二语言美国手语高中学习者对聋人社区和文化的看法。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf039

Russell S Rosen

{"title":"L2 ASL high school learners' perspectives of Deaf communities and cultures.","authors":"Russell S Rosen","doi":"10.1093/jdsade/enaf039","DOIUrl":"10.1093/jdsade/enaf039","url":null,"abstract":"Hearing people have given their perspectives on deaf1 people and their abilities since antiquity. Recent years have witnessed growth in American Sign Language (ASL) classes as a world language2 in U.S. high schools. This study examines hearing ASL learners' perspectives of the communities and cultures of signing deaf people after they learned about them as a part of their learning of ASL as a world language and assesses the basis on which they develop their perspectives. The N = 217 learners from three northeastern U.S. metropolitan high schools at three different class levels of ASL were asked a question about their thoughts about the signing Deaf communities and cultures. They revealed four perspectives: humanism, pluralism, majority-minority, and no perspective. In addition, the type and distribution of perspectives did not vary across schools and curricula used by teachers and were stable across class levels. Taking coursework did not affect the overall distribution of perspectives among ASL learners at all schools and class levels. A Learner's Social Philosophy Model is proposed to explain the learners' perspectives that are shaped by their social philosophy regarding the nature of humanity, society, and culture.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"564-578"},"PeriodicalIF":1.4,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Using correct word sequences to assess writing fluency in deaf learners. 使用正确的单词顺序来评估聋人学习者的写作流畅性。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf041

Hannah M Dostal, Susan Easterbrooks

引用次数: 0

School-aged children with mild bilateral and unilateral hearing loss: parents' experiences. 轻度双侧和单侧听力损失的学龄儿童：父母的经历。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf037

Dorie Noll, Celine Fawagreh, Elizabeth M Fitzpatrick

{"title":"School-aged children with mild bilateral and unilateral hearing loss: parents' experiences.","authors":"Dorie Noll, Celine Fawagreh, Elizabeth M Fitzpatrick","doi":"10.1093/jdsade/enaf037","DOIUrl":"10.1093/jdsade/enaf037","url":null,"abstract":"Approximately 50% of children first identified with hearing loss present with mild bilateral and unilateral hearing loss (MUHL), but little is known about their functioning in the school years. The purpose of this study was to examine caregivers' perceptions of their child's functioning and needs at school age. This qualitative inquiry was a follow-up to interviews conducted following the diagnosis of MUHL. Seventeen of the original 20 caregivers participated in this study. The median age of the children at the time of the interviews was 1.0 (8.7-10.7) years. Results represent parents' experiences in four key areas: (a) the challenge of transition, (b) the impact of hearing loss on functional outcomes, (c) the challenges of MUHL, including concerns about \"falling through the cracks\" and low expectations, and (d) the importance of advocacy. Parents indicated that while their child may not need as much direct support as children with more severe hearing loss, as parents, they still need support and guidance to navigate the educational system. These findings provide valuable insight into parents' perspectives, contribute to our understanding of the impact of MUHL on educational outcomes and highlight the need to ensure that these children are not overlooked.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"529-539"},"PeriodicalIF":1.4,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12449059/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Communicative participation of school-aged children with cochlear implants: parental perceptions. 植入人工耳蜗学龄儿童的交际参与：父母的看法。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf021

Louise Duchesne, Marie-Pier Gingras, Maude Gagnon

{"title":"Communicative participation of school-aged children with cochlear implants: parental perceptions.","authors":"Louise Duchesne, Marie-Pier Gingras, Maude Gagnon","doi":"10.1093/jdsade/enaf021","DOIUrl":"10.1093/jdsade/enaf021","url":null,"abstract":"This qualitative study aimed to explore parents' perceptions regarding the communication of their school-aged child with cochlear implants (CIs) in various social contexts. To this end, the construct of \"communicative participation\" (World Health Organization (2001), International Classification of Functioning, Disability, and Health, https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health) was broadly applied to the population of children with CIs. Nineteen parents participated in semi-structured interviews and described their perceptions and experiences regarding the communication of their child in social contexts. Data were analyzed using a thematic analysis approach. The results showed that overall, despite describing very positive outcomes with CIs, parents reported that their children do experience participation restrictions and activity limitations because of communication difficulties and/or environmental and social barriers. The findings from this study unveiled the communication difficulties of school-aged children with CIs, as experienced by their parents. These difficulties-which may seem subtle-can significantly impact the participation in communication. Language interventions could be improved to better support pupils who are experienced CI users.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"540-552"},"PeriodicalIF":1.4,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12449067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143988238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"Cool" and "Hot" executive functions in deaf children: the executive brain battery (EBB). 聋儿的“冷”和“热”执行功能：执行脑电池（EBB）。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf019

Laura Fernández-García, Nahuel Gioiosa Maurno, Jessica Phillips-Silver, María Teresa Daza González

{"title":"\"Cool\" and \"Hot\" executive functions in deaf children: the executive brain battery (EBB).","authors":"Laura Fernández-García, Nahuel Gioiosa Maurno, Jessica Phillips-Silver, María Teresa Daza González","doi":"10.1093/jdsade/enaf019","DOIUrl":"10.1093/jdsade/enaf019","url":null,"abstract":"Although previous studies have suggested that language deprivation may affect the development of executive functions (EFs), there are no assessment tools adapted to the language needs of deaf-and-hard-of-hearing (DHH) children. The present study had two objectives: (1) to examine the feasibility of the Executive Brain Battery in assessing 40 prelingually deaf-and-hard-of-hearing children between 6 and 12 years, and (2) to explore whether some sociodemographic and clinical variables could be associated with the performance of deaf children. The results showed that all tasks included in the Executive Brain Battery were practicable for more than 75% of participants, with the decision-making task being the only one that demonstrated an improvement in the performance of children between 6-8 and 9-12 years of age. Moreover, the 6-8 years group displayed a sex effect in inhibition and decision-making tasks. However, this effect disappears in the 9-12 years group, which showed only a negative effect of cochlear implants on the theory of mind task.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"469-480"},"PeriodicalIF":1.4,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12449048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143991905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Identity formation in bimodal-bilingual children of Deaf adults (Codas). 聋人成人双模双语儿童的认同形成。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-09-16 DOI: 10.1093/jdsade/enaf040

Karin Allard, Carin Roos

引用次数: 0