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Journal of Deaf Studies and Deaf Education最新文献

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Educational inclusion of deaf children: current policy, practices, and future possibilities. 聋哑儿童的教育融合：现行政策、做法和未来的可能性。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad033
Alexander M Oppong, Ruth Swanwick, Daniel Fobi
{"title":"Educational inclusion of deaf children: current policy, practices, and future possibilities.","authors":"Alexander M Oppong, Ruth Swanwick, Daniel Fobi","doi":"10.1093/deafed/enad033","DOIUrl":"10.1093/deafed/enad033","url":null,"abstract":"<p><p>This paper examines policies and practices of inclusive education for young deaf children in Ghana. Though existing Government policy promotes the principles and implementation of educational inclusion of all children in Ghana, caregivers often encounter significant challenges ensuring access to early years' education for their deaf children. We used Bronfenbrenner's (2005) bioecological systems theory and interviewed 15 educators of deaf children and 9 hearing-health clinicians, to capture different knowledge, experience, and perspectives on policy, practice, and inclusive approaches to deaf children's education. We ask: (a) How do teachers, clinicians, and caregivers connect to promote early childhood care education (ECCE) for young deaf preschoolers in Ghana? and (b) What resources and precarities are available to educators of deaf children and hearing-health clinicians in sustaining inclusive educational practices across urban and rural contexts in Ghana? We address these unanswered questions about the potential pathway to bring about changes in policy and practice in promoting successful inclusive education for deaf children in Ghana. Implications for national and international policy and practice of ECCE for deaf children are discussed and recommendations are made.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"72-80"},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10200270","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
Classroom Discourse: What Is Conveyed Through Educational Interpretation. 课堂话语：教育诠释传达了什么？
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad021
Elizabeth C Langer, Peter K Crume
{"title":"Classroom Discourse: What Is Conveyed Through Educational Interpretation.","authors":"Elizabeth C Langer, Peter K Crume","doi":"10.1093/deafed/enad021","DOIUrl":"10.1093/deafed/enad021","url":null,"abstract":"<p><p>When a deaf or hard-of-hearing child enters a classroom with an interpreter, the goal, and sometimes the assumption, is that they will be granted full access to the classroom experience. This study focuses on the clarity and completeness with which critical elements of classroom discourse are conveyed through the interpretations of 40 educational interpreters. Elements studied include conveyance of main ideas, directions for assignments, relevance strategies, orienting commentary, participation solicitation, mental state reference, and semantic organization. The interpretations clearly and completely conveyed approximately one-third to two-thirds of the information (M = 48.6%) related to these elements of classroom discourse. Frequent omissions and alterations rendered large parts of the message markedly different. Results suggest a need to improve training of educational interpreters, increase communication between teachers and interpreters, provide students supplementary services, and heighten awareness that the interpretation process is fallible in ways that can impact access to classroom discourse.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"40-59"},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9889977","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
Fingerspelling Used in Classrooms by Teachers of the Deaf and Hard-of-Hearing. 聋人和重听人教师在课堂上使用的指拼法。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad023
Marcia L Walsh-Aziz, Brenda Schick, Amy Lederberg
{"title":"Fingerspelling Used in Classrooms by Teachers of the Deaf and Hard-of-Hearing.","authors":"Marcia L Walsh-Aziz, Brenda Schick, Amy Lederberg","doi":"10.1093/deafed/enad023","DOIUrl":"10.1093/deafed/enad023","url":null,"abstract":"<p><p>Studies have shown the benefits of fingerspelling on literacy skills in school-age deaf and hard-of-hearing students. This study is an observation of 20 first- and second-grade classrooms. The classroom observations were coded for fingerspelling event frequency, type, length, and whether it was chained to print. The observations showed that teachers used an average of 54 fingerspelled events during 40-min lessons. Teachers' frequency of fingerspelling was positively related to students' frequency of fingerspelling. The types of words fingerspelled included Vocabulary (nouns, verbs, adjectives, and adverbs), Function (prepositions, articles, and conjunctions), Abbreviations, and Single Letter Names (i.e., manual alphabet). Teachers most frequently fingerspelled Vocabulary words (57.9%, SD = 22.1%) followed by Function words (15%, SD = 11.2%). The average length of Vocabulary and Function words were 4.2 (SD = 0.7) and 2.9 (SD = 1.1) letters, respectively. Teachers chained fingerspelling to print 20% (SD = 10%) of the time. We suggest that teachers could increase and more systematically use fingerspelling in early-elementary classrooms, explicitly bridging the connection between fingerspelling and print given its association with reading.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"30-39"},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10204057","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
American Sign Language Assessments for Deaf Children. 聋哑儿童的美国手语评估。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad027
Jennifer S Beal
{"title":"American Sign Language Assessments for Deaf Children.","authors":"Jennifer S Beal","doi":"10.1093/deafed/enad027","DOIUrl":"10.1093/deafed/enad027","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"102-103"},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9891989","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
Early access to language supports number mapping skills in deaf children. 早期接触语言有助于提高聋哑儿童的数字映射技能。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad045
Kristin Walker, Emily Carrigan, Marie Coppola
{"title":"Early access to language supports number mapping skills in deaf children.","authors":"Kristin Walker, Emily Carrigan, Marie Coppola","doi":"10.1093/deafed/enad045","DOIUrl":"10.1093/deafed/enad045","url":null,"abstract":"<p><p>The ability to associate different types of number representations referring to the same quantity (symbolic Arabic numerals, signed/spoken number words, and nonsymbolic quantities), is an important predictor of overall mathematical success. This foundational skill-mapping-has not been examined in deaf and hard-of-hearing (DHH) children. To address this gap, we studied 188 4 1/2 to 9-year-old DHH and hearing children and systematically examined the relationship between their language experiences and mapping skills. We asked whether the timing of children's language exposure (early vs. later), the modality of their language (signed vs. spoken), and their rote counting abilities related to mapping performance. We found that language modality did not significantly relate to mapping performance, but timing of language exposure and counting skills did. These findings suggest that early access to language, whether spoken or signed, supports the development of age-typical mapping skills and that knowledge of number words is critical for this development.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"29 1","pages":"1-18"},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832319","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
Sign language delays in deaf 3- to 5-year-olds with deaf parents 父母为聋人的 3 至 5 岁聋儿的手语障碍
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-12 DOI: 10.1093/deafed/enad059
Donna A Morere, Thomas E Allen, Maura Jaeger, Dana Winthrop
{"title":"Sign language delays in deaf 3- to 5-year-olds with deaf parents","authors":"Donna A Morere, Thomas E Allen, Maura Jaeger, Dana Winthrop","doi":"10.1093/deafed/enad059","DOIUrl":"https://doi.org/10.1093/deafed/enad059","url":null,"abstract":"Research has demonstrated that deaf children of deaf signing parents (DOD) are afforded developmental advantages. This can be misconstrued as indicating that no DOD children exhibit early language delays (ELDs) because of their early access to a visual language. Little research has studied this presumption. In this study, we examine 174 ratings of DOD 3- to 5-year-old children, for whom signing in the home was indicated, using archival data from the online database of the Visual Communication and Sign Language Checklist. Our goals were to (1) examine the incidence of ELDs in a cohort of DOD children; (2) compare alternative scaling strategies for identifying ELD children; (3) explore patterns among behavioral ratings with a view toward developing a greater understanding of the types of language behaviors that may lie at the root of language delays; and (4) suggest recommendations for parents and professionals working with language-delayed DOD children. The results indicated that a significant number of ratings suggested ELDs, with a subset significantly delayed. These children likely require further evaluation. Among the less delayed group, ASL skills, rather than communication or cognition, were seen as the major concern, suggesting that even DOD children may require support developing linguistically accurate ASL. Overall, these findings support the need for early and ongoing evaluation of visual language skills in young DOD children.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138575773","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
Sign language usage of deaf or hard of hearing Sri Lankans 斯里兰卡聋人或重听人的手语使用情况
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-11 DOI: 10.1093/deafed/enad055
Leeljanaka S K Udugama, Rohan Nethsinghe, Jane Southcott, Sampath Kularathna, T D T Leslie Dhanapala, K Anoma C Alwis
{"title":"Sign language usage of deaf or hard of hearing Sri Lankans","authors":"Leeljanaka S K Udugama, Rohan Nethsinghe, Jane Southcott, Sampath Kularathna, T D T Leslie Dhanapala, K Anoma C Alwis","doi":"10.1093/deafed/enad055","DOIUrl":"https://doi.org/10.1093/deafed/enad055","url":null,"abstract":"In Sri Lanka, about 300,000 Sinhala speaking people are either deaf or hard of hearing (DHH) and would benefit from a common Sinhala sign language, technological resources such as captioning, and educational and social support. There is no fully developed common sign language for members of the Sinhalese community, a severe shortage of sign language interpreters, and few resources for teachers. This exploratory study was undertaken in all nine provinces of Sri Lanka into the use of sign language, access to education for people with disabilities, and the availability of trained or qualified educators to work with the DHH people. Data were gathered via interviews and focus groups with Special Education Assistant Directors, Principals and Teachers in Deaf Schools, and Teachers of Special Education Deaf Units in mainstream schools. The DHH members of Sri Lankan society are marginalized, under-supported, and require urgent attention to their educational and social needs. This study provides a basis for much needed attention and reform.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138575546","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
Empowering the d/Deaf multilingual journey: collaborative and family-centric practices 增强聋人/听障人士使用多种语言的能力：以家庭为中心的合作实践
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-11 DOI: 10.1093/deafed/enad057
Frances F Courson
{"title":"Empowering the d/Deaf multilingual journey: collaborative and family-centric practices","authors":"Frances F Courson","doi":"10.1093/deafed/enad057","DOIUrl":"https://doi.org/10.1093/deafed/enad057","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"24 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981617","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
Correction to: Emotion recognition and false belief in deaf or hard-of-hearing preschool children. 更正：学龄前聋哑或重听儿童的情绪识别和错误信念。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-10-19 DOI: 10.1093/deafed/enad047
{"title":"Correction to: Emotion recognition and false belief in deaf or hard-of-hearing preschool children.","authors":"","doi":"10.1093/deafed/enad047","DOIUrl":"10.1093/deafed/enad047","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49683583","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
Breaking Down Communication Breakdowns in Children who are Deaf or Hard of Hearing. 失聪或听力障碍儿童的沟通障碍。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-09-18 DOI: 10.1093/deafed/enad013
Bonita Squires
{"title":"Breaking Down Communication Breakdowns in Children who are Deaf or Hard of Hearing.","authors":"Bonita Squires","doi":"10.1093/deafed/enad013","DOIUrl":"10.1093/deafed/enad013","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"426-427"},"PeriodicalIF":2.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9464180","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
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