Journal of Deaf Studies and Deaf Education最新文献

A qualitative analysis of deaf secondary writers' strengths and needs. 聋人二级作家优势与需求的定性分析。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-05-06 DOI: 10.1093/jdsade/enag013

Kimberly A Wolbers, Hannah M Dostal, Kelsey Spurgin, Elizabeth Martinez

引用次数: 0

Experiences of professionals in DHH education: challenging communicative monotony. DHH教育专业人员的经验：挑战沟通的单调。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-04-15 DOI: 10.1093/jdsade/enag010

Çiğdem Uysal, Yunus Yılmaz

{"title":"Experiences of professionals in DHH education: challenging communicative monotony.","authors":"Çiğdem Uysal, Yunus Yılmaz","doi":"10.1093/jdsade/enag010","DOIUrl":"https://doi.org/10.1093/jdsade/enag010","url":null,"abstract":"Communication approaches used in the education of Deaf or hard of hearing (DHH) individuals, such as spoken language, sign language, total communication, and bilingual-bicultural approach, have long been debated. Each has its strengths and limitations and is shaped by individual and contextual factors. Understanding and implementing these approaches rely not only on theoretical frameworks but also on the knowledge gained from professional experiences in the field. This study aims to examine the experiences of diverse role professionals (academics with teaching backgrounds) regarding communication approaches in DHH education within the Turkish context. Using a phenomenological design, the study explored how participants' pedagogical decisions, teaching and academic backgrounds, undergraduate education processes, and their relationships with educational policies shaped their communication choices. The findings reveal that structural and pedagogical factors beyond individual attitudes are decisive in shaping communication preferences. This research reveals the factors shaping communication approaches and emphasizes the need for inclusive, context sensitive practices.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692743","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

New Zealand deaf adults' perspectives on speech-language therapy for deaf children. 新西兰聋人成人对聋儿语言治疗的看法。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-04-11 DOI: 10.1093/jdsade/enag011

Jayne Newbury, Rosie Lamb, Toby Macrae

引用次数: 0

Parents' use of Saudi sign language: patterns, determinants, and implications. 父母对沙特手语的使用：模式、决定因素和影响。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-04-11 DOI: 10.1093/jdsade/enag012

Salman Almughyiri, Rima Al-Mayah

引用次数: 0

Patterns of handshape errors in the Auslan productions of young children. 澳洲幼儿手型错误的模式。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-04-03 DOI: 10.1093/jdsade/enaf064

Erin West, Shani Dettman

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 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-04-02 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":"https://doi.org/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":""},"PeriodicalIF":1.4,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dyadic analysis of parenting stress in parents of deaf children. 聋儿父母养育压力的二元分析。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-03-05 DOI: 10.1093/jdsade/enag007

Amélie Marie, Damien Fernandez, Laetitia Clabaut, Marjolaine Corbeil, Simon Boussion, Catherine Vincent-Delorme, Barbara Le Driant

{"title":"Dyadic analysis of parenting stress in parents of deaf children.","authors":"Amélie Marie, Damien Fernandez, Laetitia Clabaut, Marjolaine Corbeil, Simon Boussion, Catherine Vincent-Delorme, Barbara Le Driant","doi":"10.1093/jdsade/enag007","DOIUrl":"https://doi.org/10.1093/jdsade/enag007","url":null,"abstract":"Hearing parents of deaf children may face parenting stress related to the multiple challenges associated with deafness. Several factors may contribute to the level of stress they encounter. This study examined the dyadic relationships between fathers' and mothers' parenting stress and potential associated factors. Twenty-one French parental couples of deaf children completed questionnaires assessing parenting stress, parental involvement, parental self-efficacy, and social support needs. The results revealed significant associations between parenting stress and the three measured factors-parental involvement, parental self-efficacy, and social support needs-for both fathers and mothers. These 3 factors were also found to be interrelated. While overall patterns were similar between mothers and fathers, certain differences emerged within specific subdomains. Dyadic analyses further showed cross-parent effects; for instance, lower paternal involvement was associated with higher maternal parenting stress. These findings underscore the importance of including both parents in parenting research and highlight the value of dyadic analysis. Such an approach supports the development of early interventions that are both universal and tailored to the needs of each family.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147367027","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

Dialogue matters. Exploring Deaf people's research experiences in Poland. 对话很重要。探索波兰聋人的研究经历。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-02-23 DOI: 10.1093/jdsade/enag006

Tomasz Krawczyk, Jan Piasecki, Rafał Bołdys, Barbara Butkiewicz, Judyta Koper, Bogusława Kwoka, Franciszek Kwoka, Karolina Rzadek, Marcin Waligora

引用次数: 0

Avoiding unintended consequences: science of reading policies may harm deaf children. 避免意外后果：阅读政策的科学可能伤害失聪儿童。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-02-19 DOI: 10.1093/jdsade/enag004

Tory Sampson, Amelia Becker, Erin E Campbell, Jennie Pyers, Wyatte C Hall, Zed Sevcikova Sehyr, Todd Czubek, Kristin DiPerri, Jon Henner, Karen Emmorey, Jennifer Petrich, Christina L Dobbs, Amy Lieberman, Marie Coppola, Clifton Langdon, Elana Pontecorvo, Paris Gappmayr, Anna Lim, Michael Higgins, Donna Jo Napoli, Nathan E Harrison, Rachel Benedict, Leala Holcomb, Franklin Jones Jr Ma, Andrew Bottoms, Emily Glenn-Smith Ma, Diane M Clark, Rachael Gabriel, Laura Jiménez PhD, Natalie Delgado, Naomi Caselli

{"title":"Avoiding unintended consequences: science of reading policies may harm deaf children.","authors":"Tory Sampson, Amelia Becker, Erin E Campbell, Jennie Pyers, Wyatte C Hall, Zed Sevcikova Sehyr, Todd Czubek, Kristin DiPerri, Jon Henner, Karen Emmorey, Jennifer Petrich, Christina L Dobbs, Amy Lieberman, Marie Coppola, Clifton Langdon, Elana Pontecorvo, Paris Gappmayr, Anna Lim, Michael Higgins, Donna Jo Napoli, Nathan E Harrison, Rachel Benedict, Leala Holcomb, Franklin Jones Jr Ma, Andrew Bottoms, Emily Glenn-Smith Ma, Diane M Clark, Rachael Gabriel, Laura Jiménez PhD, Natalie Delgado, Naomi Caselli","doi":"10.1093/jdsade/enag004","DOIUrl":"https://doi.org/10.1093/jdsade/enag004","url":null,"abstract":"Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf children. First, skilled reading does not always rely on phonology. Evidence shows that deaf readers can read effectively without using spoken language phonology and that phonological processing can be unrelated to reading skill in this group. Second, a fundamental issue in deaf education is prioritizing speech and hearing over language development, academics, cognition, and socio-emotional well-being. This unhealthy imbalance persists despite the mounting evidence that we cannot ensure deaf children acquire spoken language. Policies mandating speech-based reading instruction for all children overlook how deaf readers develop literacy, and reinforce the overemphasis on speech, which creates the conditions for language deprivation. We caution against a one-size-fits-all approach to reading instruction and emphasize the need for differentiated instruction that respects the diverse ways beginning readers, including deaf learners, acquire literacy.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229398","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

Dyadic synchrony in deaf mothers and hearing infants. 失聪母亲和正常婴儿的二元同步。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-02-19 DOI: 10.1093/jdsade/enag005

Harriet Bowden-Howl, Rudi Dallos, Laura Goldberg, Evelyne Mercure

引用次数: 0