Journal of Deaf Studies and Deaf Education最新文献

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 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-27 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":"https://doi.org/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":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Father involvement and Deaf and Hard-of-Hearing Students' students' vocational identity development. 父亲参与与聋哑学生的职业认同发展。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-22 DOI: 10.1093/jdsade/enaf036

Sanyin Cheng, Li Deng

{"title":"Father involvement and Deaf and Hard-of-Hearing Students' students' vocational identity development.","authors":"Sanyin Cheng, Li Deng","doi":"10.1093/jdsade/enaf036","DOIUrl":"https://doi.org/10.1093/jdsade/enaf036","url":null,"abstract":"Vocational identity development is a crucial yet underexplored aspect of Deaf and Hard of Hearing (DHH) students' education and career progression. This study investigates the role of father involvement in shaping DHH students' vocational identity, focusing on the mediating effects of internal (self-determination) and external (social competence) factors. Using data from 1,003 DHH university students across China, the results revealed that father involvement significantly enhances vocational identity (β = 2.273, p < .001). Specifically, it positively impacts self-determination (β = 1.810, p < .001) and social competence (β = 0.889, p < .001), both of which independently and significantly influence vocational identity. Self-determination accounted for approximately 57.3% of the total mediation effect, while social competence contributed 28.1%. These findings highlight the importance of internal motivation and external social skills in career development. This study provides valuable insights into how father involvement influences vocational identity through distinct psychological pathways, offering evidence-based recommendations for interventions aimed at enhancing self-determination and social competence to support DHH students' vocational identity development.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121234","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 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-19 DOI: 10.1093/jdsade/enaf035

Ruth Nightingale, Alys Hollyer, Merle Mahon

引用次数: 0

Specific manifestations of sandwich generation effect in deaf parents and CODA families. 聋人父母与CODA家庭“三明治一代”效应的具体表现。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-14 DOI: 10.1093/jdsade/enaf020

Vít Dočekal, Eva Klimentová

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 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-07 DOI: 10.1093/jdsade/enaf034

Humberto Bernal Castro

引用次数: 0

Decolonizing theory reveals psycholinguistic injustice in the field of speech/language pathology. 非殖民化理论揭示了言语/语言病理学领域的心理语言学不公正。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-04 DOI: 10.1093/jdsade/enaf023

Marie Adrienne R Manalili

{"title":"Decolonizing theory reveals psycholinguistic injustice in the field of speech/language pathology.","authors":"Marie Adrienne R Manalili","doi":"10.1093/jdsade/enaf023","DOIUrl":"https://doi.org/10.1093/jdsade/enaf023","url":null,"abstract":"Subfields of speech/language pathology (S/LP) in the Philippines and around the world are undermined by social notions of normality. Language ideologies of normality undermine developmental language assessment contexts that concern the diagnosis of Developmental Language Disorder relative to developmental language norms. Using my decolonizing theory that is in coalition with Dis/ability Critical Race Studies (DisCrit; Annamma et al., 2013a) and Crip Linguistics (Henner & Robinson, 2023), I reveal how these ideologies facilitate ableist and racist social processes that lead to psycholinguistic injustice. Psycholinguistic injustice can manifest as monolingualism, monomodalism, and oppressive notions of language disorder. Confronting psycholinguistic injustice entails honoring indigenous roots and reclaiming the languaging that was erased by colonization. By confronting psycholinguistic injustice, speech/language pathologists can figure out how to support the legitimacy of multilingual and multimodal languaging development. By resisting psycholinguistic injustice in the field of S/LP, humanizing theories, research, and practices that fundamentally place racial and disability justice can be developed. I conclude with my hopes for what psycholinguistic justice can be.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051482","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

Updates and current trends in deaf education teacher preparation programs: an update to Dolman (2010). 聋人教育教师预备课程的更新和当前趋势：Dolman（2010）的更新。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-03 DOI: 10.1093/jdsade/enaf032

Jessica Armytage Scott, Claudia M Pagliaro, Jennifer Renée Kilpatrick, Jon Henner, Janice Smith-Warshaw

{"title":"Updates and current trends in deaf education teacher preparation programs: an update to Dolman (2010).","authors":"Jessica Armytage Scott, Claudia M Pagliaro, Jennifer Renée Kilpatrick, Jon Henner, Janice Smith-Warshaw","doi":"10.1093/jdsade/enaf032","DOIUrl":"https://doi.org/10.1093/jdsade/enaf032","url":null,"abstract":"Deaf education teacher preparation programs (TPP) are essential for ensuring that teachers entering the classroom are equipped with the most up-to-date knowledge and skills for providing effective education to deaf and hard of hearing learners. However, research over a decade old already suggested that enrollment, graduation rates, and even numbers of programs has been on the decline even while demand for deaf education teachers remains steady. The purpose of this article was to update our current knowledge in the field of deaf education TPP, including the number of programs still operating, their student enrollment and demographics, their instructor employment, demographics, and areas of expertise. We found that despite a deep need for trained teachers, programs have continued to close since the most recent survey (completed in 2010). We also note a significant demographic mismatch between current faculty leading preparation programs, the pre-service teachers enrolled in these programs, and deaf and hard of hearing students enrolled in PK-12 schooling. These findings indicate the need to push for programs to operate despite relatively small numbers, as well as the need to purposefully recruit diverse faculty and future teachers working in deaf education classrooms.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144018513","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

Learning disability identification in residential schools for deaf students. 聋人寄宿学校学习障碍的识别。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-02 DOI: 10.1093/jdsade/enaf026

Ashley H Gentry, Jon Henner, Kristin Walker, Robert Hoffmeister

引用次数: 0

Linguistic care work as resistance: crip linguistics and deaf immigrants. 语言关怀工作的阻力：瘸子语言学和聋人移民。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-02 DOI: 10.1093/jdsade/enaf025

Erin Mellett

{"title":"Linguistic care work as resistance: crip linguistics and deaf immigrants.","authors":"Erin Mellett","doi":"10.1093/jdsade/enaf025","DOIUrl":"https://doi.org/10.1093/jdsade/enaf025","url":null,"abstract":"Jon Henner and Octavian Robinson's (Henner, J., & Robinson, O. (2023). Unsettling languages, unruly Bodyminds: A Crip linguistics manifesto. Journal of Critical Study of Communication and Disability, 1, 7-37. https://doi.org/10.48516/jcscd_2023vol1iss1.4) theoretical framework, Crip Linguistics, has deeply influenced and informed my ethnographic research examining the experiences of adult deaf immigrants in the northeast United States. Through approximately 18 months of ethnographic fieldwork involving participant observation in the Deaf Services department of a nonprofit organization and in-depth, semistructured interviews with deaf immigrants, this research began as an investigation of how the intersection of deafness and immigration produces linguistic vulnerabilities. Crip Linguistics has been crucial to my analysis and understanding of deaf immigrant language practices, not as linguistically impoverished as perceived by many, but as varied, flexible, and collaborative. I argue that deaf immigrants' ability to navigate a multitude of languages and language modalities as they move through their daily lives demonstrates an immense degree of linguistic proficiency that is often overlooked, and their engagement in practices of \"linguistic care work\" challenges an ableist and exclusionary U.S. immigration regime.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054404","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

How to crip your sign language linguistic theory. 如何削弱你的手语语言理论。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-05-02 DOI: 10.1093/jdsade/enaf027

Lynn Hou, Savithry Namboodiripad

引用次数: 0