Journal of Deaf Studies and Deaf Education最新文献

Thirty years of scholarship in JDSDE: a systematic mapping review. JDSDE三十年的学术研究：系统的地图回顾。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-10-14 DOI: 10.1093/jdsade/enag070

Hessameddin Ghanbar, Mohadeseh Asghari, Niloufar Farshbaf Ekrami

{"title":"Thirty years of scholarship in JDSDE: a systematic mapping review.","authors":"Hessameddin Ghanbar, Mohadeseh Asghari, Niloufar Farshbaf Ekrami","doi":"10.1093/jdsade/enag070","DOIUrl":"https://doi.org/10.1093/jdsade/enag070","url":null,"abstract":"This study presents a journal-lifespan systematic mapping review of scholarship published in The Journal of Deaf Studies and Deaf Education (JDSDE) from 1996 to 2025. As a major interdisciplinary venue for research on Deaf individuals, language, literacy, development, and education, JDSDE provides a valuable archive for examining how the field has evolved across three decades. All issues from Volume 1 through Volume 30, Issue 1 were hand-searched, yielding 990 published items. Of these, 810 empirical articles were analyzed for participant characteristics, national and educational contexts, methodological orientations, research designs, and data sources. Publication-level variables, including article type, research focus, authorship, and collaboration patterns, were analyzed across the full corpus. Descriptive statistics and dictionary-assisted thematic mapping were used to identify overall and period-based trends. Findings show that JDSDE has sustained a strong intellectual core around sign language and linguistics, literacy and language arts, and early intervention and family, while also responding to field-level changes, including the rise of hearing technology and implants. Authorship shifted toward multi-authored and cross-institutional collaboration. Empirical articles remained centered on K-12 students, U.S.-based contexts, and quantitative designs, despite modest international, contextual, and methodological diversification.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185240","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

Producing science-focused ASL videos: processes, multimodal features, and implications for Deaf education. 制作以科学为中心的美国手语视频：过程、多模态特征和对聋人教育的影响。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-30 DOI: 10.1093/jdsade/enag069

Bernice Adebimpe Adekeye

{"title":"Producing science-focused ASL videos: processes, multimodal features, and implications for Deaf education.","authors":"Bernice Adebimpe Adekeye","doi":"10.1093/jdsade/enag069","DOIUrl":"https://doi.org/10.1093/jdsade/enag069","url":null,"abstract":"This qualitative study examined the processes and modes involved in producing science-focused videos in American Sign Language (ASL). Using purposive sampling, 3 culturally Deaf, native ASL users from North America with experience creating educational science videos were recruited. Data were collected through semi-structured interviews and analyzed using inductive thematic analysis. In addition, a multimodal analysis was conducted on 5 ASL science-focused signed videos created by the participants. Findings reveal that science-focused signed videos are produced through a deliberate, audience-centered, and iterative process in which Deaf signers design, restructure, and visually communicate scientific knowledge using ASL syntax and visual-spatial strategies. Participants conceptualized science explanations from the perspective of Deaf and hard-of-hearing (DHH) viewers, adapting modes such as storytelling, classifiers, spatial mapping, depiction, and elaborative fingerspelling based on audience level and conceptual demands. Multimodal analysis showed that these intentions were enacted through layered linguistic, spatial, and visual design features that positioned ASL as a system for constructing scientific meaning rather than translating English-based content. These findings underscore the importance of preparing ASL/English multilingual educators with multimodal, linguistic, and design competencies to effectively produce science-focused signed videos and support equitable science instruction for DHH learners.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149082503","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

Inclusive mixed-methods research design with deaf and hard-of-hearing participants: methodological reflections. 聋人和听力障碍参与者的包容性混合方法研究设计：方法学反思。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-28 DOI: 10.1093/jdsade/enag060

Carolina Tannenbaum-Baruchi, Limor Aharonson-Daniel, Paula Feder-Bubis

{"title":"Inclusive mixed-methods research design with deaf and hard-of-hearing participants: methodological reflections.","authors":"Carolina Tannenbaum-Baruchi, Limor Aharonson-Daniel, Paula Feder-Bubis","doi":"10.1093/jdsade/enag060","DOIUrl":"https://doi.org/10.1093/jdsade/enag060","url":null,"abstract":"Conducting research with Deaf and hard-of-hearing (DHH) individuals presents distinctive methodological and ethical challenges. This methodological reflection describes our team's experience in designing and implementing an accessible mixed-methods study that intentionally promoted Deaf and hard-of-hearing inclusion. We outline strategies to address challenges such as linguistic diversity, cultural norms, and technological accessibility across all research phases, from recruitment to dissemination. Knowing sign language facilitated direct communication and trust-building, yet additional adaptations were essential to ensure equity and authenticity. Our approach demonstrates how conventional research tools can be tailored to the communication preferences and cultural contexts of heterogeneous DHH participants. These adaptations enhanced participation and generated richer, contextually grounded data. The lessons learned from this process offer a practical framework that researchers and students can use to promote inclusion, accessibility, and ethical engagement in future studies with DHH populations.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076270","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

When sign language research found its voice: a review of language in sign. 当手语研究找到自己的声音：对手语语言的回顾。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-23 DOI: 10.1093/jdsade/enag066

Jinhui Lan

引用次数: 0

Identifying delays via preschool language scales in children who are deaf/hard-of-hearing and use spoken language. 通过学龄前语言量表识别聋哑/听力障碍和使用口语的儿童的延迟。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-23 DOI: 10.1093/jdsade/enag068

Lillian Henderson, Jennifer Woodard, Sandra Hancock, Sarah Spencer, Lisa R Park

引用次数: 0

Resisting medical frameworks: deaf identity as cultural-linguistic minority in Turkey. 抵制医疗框架：土耳其聋人作为文化语言少数群体的身份认同。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-22 DOI: 10.1093/jdsade/enag063

Furkan Erdoğdu, Göklem Tekdemir

{"title":"Resisting medical frameworks: deaf identity as cultural-linguistic minority in Turkey.","authors":"Furkan Erdoğdu, Göklem Tekdemir","doi":"10.1093/jdsade/enag063","DOIUrl":"https://doi.org/10.1093/jdsade/enag063","url":null,"abstract":"This study examines Turkish Deaf adults' identity construction through interpretative phenomenological analysis. Seven Deaf parents (mean age = 59.14; 3 women, 4 men) with hearing children participated in semi-structured interviews conducted in Turkish Sign Language. Drawing on Social Identity Theory and Self-Categorization Theory, the findings show that participants construct identity through a tripartite social categorization: Deaf people (sign language users), hearing individuals, and those using medical devices. Participants reject disability labels and position themselves as cultural-linguistic minorities, with Turkish Sign Language serving as the primary criterion for in-group membership. State policies, including the renaming of Deaf schools and the marginalization of sign language in education and employment, are examined as biopolitical mechanisms through which the Turkish state classifies and regulates Deaf bodies, constraining cultural-linguistic identity formation. Because all participants were culturally Deaf parents of hearing children recruited through Deaf associations, the findings illuminate one configuration of Deaf identity rather than the full range of identity positions found in Deaf communities. The findings reveal culturally specific patterns that emphasize collective belonging over the individualistic narratives prevalent in Western research and theoretical understanding of how state practices, linguistic boundaries, and cultural values intersect in shaping linguistic minority identity.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018176","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 adult roles: recommendations from family-centered early intervention. 聋人成人角色：来自家庭早期干预的建议。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag031

Elaine Gale

引用次数: 0

Letter to the editor, on the royal college of speech and language therapists and a home language approach to assessment and therapy. 给编辑的信，关于皇家语言学院的语言治疗师和家庭语言方法的评估和治疗。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag026

Sean Pert

引用次数: 0

Through deaf eyes: factors influencing suicidal behavior among deaf adults. 聋人的眼睛：影响成人自杀行为的因素。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag009

Ramunas McRae, Christina Zorbas, Amie O'Shea, Robert Adam, Kathryn Backholer

{"title":"Through deaf eyes: factors influencing suicidal behavior among deaf adults.","authors":"Ramunas McRae, Christina Zorbas, Amie O'Shea, Robert Adam, Kathryn Backholer","doi":"10.1093/jdsade/enag009","DOIUrl":"10.1093/jdsade/enag009","url":null,"abstract":"Deaf people are at higher suicide risk, yet little is known about the factors that contribute to this elevated risk, particularly in Australia. This research explored factors which deaf Australian adults perceived to influence their suicidal behavior. A parallel multi-methods sequential design study using a strengths-based deaf-centric approach was conducted. This incorporated qualitative interviews with deaf sign language users who reported adverse mental health experiences and a national cross-sectional survey of deaf adults. Both instruments included questions about perceived influences on suicidal thoughts or behaviors. Thematic analysis was used for interview data and descriptive analysis for survey data. 10 interviews and 172 survey responses were analyzed. Interview participants described 5 key themes influencing suicidal behavior: identity struggles, bullying, burnout, limited access to deaf-aware mental health services, and strained relationships. Survey participants reported communication challenges (85.5%), difficult interpersonal relationships (78.5%), abuse (58.7%), negative self-perception (47.1%), and education or employment barriers (43.0%) as influential factors. Results showed that communication and societal factors influenced suicidal behavior including issues related to identity and belonging, and the treatment of deaf individuals by hearing people across family, school, and healthcare settings. A statistically significant difference was observed for suicide planning between men and women, though no gender differences emerged for suicidal ideation or suicide attempts. Notably, all interview participants (n = 10) who identified their gender as \"other\" reported experiencing suicidal ideation. There is a need to support hearing parents when making decisions about early intervention in developing communication skills and accessible mental health services for deaf people.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"752-763"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595096/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595586","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

Mental health among deaf/hard-of-hearing adolescents and adolescents with auditory processing disorder. 失聪/听力障碍青少年及有听觉加工障碍青少年的心理健康

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag028

Vera Gillé, Melanie Wengert, Heike Eschenbeck

{"title":"Mental health among deaf/hard-of-hearing adolescents and adolescents with auditory processing disorder.","authors":"Vera Gillé, Melanie Wengert, Heike Eschenbeck","doi":"10.1093/jdsade/enag028","DOIUrl":"10.1093/jdsade/enag028","url":null,"abstract":"This study investigated mental health in deaf or hard-of-hearing (DHH) adolescents and adolescents with auditory processing disorder (APD) during and following the COVID-19 pandemic. By focusing on these underrepresented groups, this study addressed a gap in the adolescent mental health research and provided an insight into mental health indicators and potential resources relevant to mental health promotion. We examined the extent of well-being and physical complaints (1) over four annual cross-sectional assessments from 2021 to 2024 and in 2024 (2) compared to hearing adolescents. With regard to resources, we (3) explored self-efficacy and peer group integration between groups and (4) analyzed the relationship between resources with well-being and physical complaints. Our data showed no significant differences in well-being or physical complaints across the 4 years nor between DHH adolescents or adolescents with APD and hearing adolescents. There was also no group difference for self-efficacy. DHH adolescents and adolescents with APD reported lower peer group integration. Self-efficacy was generally associated with higher well-being and fewer physical complaints. Peer group integration was more strongly associated with well-being in hearing adolescents. Findings underscore the importance of strengthening personal and social resources to promote adolescent mental health.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"786-795"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148176903","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