Journal of Deaf Studies and Deaf Education最新文献_第10页

Expanding on deaf children's language in early intervention: additional findings. 在早期干预中扩展聋儿的语言：额外的发现。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-12 DOI: 10.1093/jdsade/enag032

Jessica M Bajan, Emily R Small, Brianne Weber, Jamie M Bencak, Holly V Metcalf, Melinda R Kennedy, Erich A Tucker, Bernice Adekeye, Brad S Cohen, Adele Ann Eberwein, Karen Soza, Tabitha Venable, Ashley N Greene, M Diane Clark

{"title":"Expanding on deaf children's language in early intervention: additional findings.","authors":"Jessica M Bajan, Emily R Small, Brianne Weber, Jamie M Bencak, Holly V Metcalf, Melinda R Kennedy, Erich A Tucker, Bernice Adekeye, Brad S Cohen, Adele Ann Eberwein, Karen Soza, Tabitha Venable, Ashley N Greene, M Diane Clark","doi":"10.1093/jdsade/enag032","DOIUrl":"https://doi.org/10.1093/jdsade/enag032","url":null,"abstract":"Recent research has found that young deaf children can achieve typical language milestones; however, this finding is not the norm as many researchers still find a large part of their sample has language delays. Findings from these studies show that the youngest children are showing acquisition of many early linguistic skills in both sign and spoken languages. This language acquisition frequently becomes \"spotty,\" without the smooth, typical growth from early language skills to later acquisition as the child ages. Using the Visual Communication Sign Language (VCSL) checklist to evaluate sign language and the Spoken Language Checklist (SLC) to evaluate spoken language within a descriptive monitoring and assessment study, families recruited were willing to collaborate with their early interventionists and evaluate all languages that their child was acquiring. Together, the checklists were completed and findings were consistent with previous research showing that most of the participants' language acquisition, whether spoken or signed, continues to be delayed. Findings supported earlier work showing that early attentional skills often are not mastered in spoken language or, in some cases, even in sign language. Importantly, some children are using both languages with the younger ones showing better acquisition.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148240324","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: A Teacher Training Program: Early intervention for deaf/hard of hearing children. 更正：教师培训计划：失聪/重听儿童的早期干预。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-04 DOI: 10.1093/jdsade/enag034

引用次数: 0

Validation of a quality-of-life questionnaire for Italian deaf adolescents: Italian/LIS YQOL-DHH. 意大利聋哑青少年生活质量问卷的验证：Italian/LIS YQOL-DHH。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-02 DOI: 10.1093/jdsade/enag025

Manuela Gragnaniello, Elena Tomasuolo, Alessandra Resca, Gabriele Gianfreda, Barbara Pennacchi, Pasquale Marsella, Pasquale Rinaldi, Alessandro Scorpecci

{"title":"Validation of a quality-of-life questionnaire for Italian deaf adolescents: Italian/LIS YQOL-DHH.","authors":"Manuela Gragnaniello, Elena Tomasuolo, Alessandra Resca, Gabriele Gianfreda, Barbara Pennacchi, Pasquale Marsella, Pasquale Rinaldi, Alessandro Scorpecci","doi":"10.1093/jdsade/enag025","DOIUrl":"https://doi.org/10.1093/jdsade/enag025","url":null,"abstract":"Studying health-related quality-of-life during adolescence involves examining interpersonal adaptation and self-efficacy perception. Among deaf and hard-of-hearing (DHH) adolescents this task is complex due to additional factors related to hearing loss. This is a crucial issue, since it reflects the degree of well-being and social integration in individuals at risk of margination and exclusion. The study aimed to validate the Italian/Italian Sign Language (LIS) version of Youth Quality-of-Life for Deaf or Hard-of-Hearing (YQOL-DHH) questionnaire. 105 deaf adolescents were recruited from a hospital and a school. After administration, we assessed internal consistency using Cronbach's alpha, concurrent validity with the Children's Depression Inventory-CDI through Pearson's correlation coefficient and mean score differences across the instrument's domain (advocacy, perceived stigma, participation) according to demographic and clinical variables. Internal consistency revealed significant data with Cronbach's Alpha 0.86 for advocacy and participation and 0.76 for perceived stigma domain. Regarding concurrent validity we observed significant correlations between CDI and each domain (p < 0,0001). Furthermore, we investigated the effect of variables: gender, age, and hearing device use on domains' scores but found no significant differences. In conclusion, the Italian/LIS version of YQOL-DHH proved to be a reliable, valid, quick, and easy-to-use tool for clinical and research purposes.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151724","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

Thinking styles and well-being among DHH students. DHH学生的思维方式和幸福感。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-02 DOI: 10.1093/jdsade/enag024

Sanyin Cheng, Li Deng

{"title":"Thinking styles and well-being among DHH students.","authors":"Sanyin Cheng, Li Deng","doi":"10.1093/jdsade/enag024","DOIUrl":"https://doi.org/10.1093/jdsade/enag024","url":null,"abstract":"Drawing on Sternberg's theory of thinking styles and self-determination theory, this study examined how thinking styles relate to subjective well-being (SWB) among deaf and hard-of-hearing (DHH) university students, with academic motivation and grit modeled as parallel mediators and hearing-assistive technology (HAT) use as a grouping factor. A total of 365 DHH students from Chinese universities, including 200 HAT users and 165 non-users, completed validated measures of thinking styles (Types I, II, and III), grit, academic motivation, and SWB, indexed by positive affect, negative affect, and life satisfaction. Independent-samples t-tests revealed no significant group differences across these focal variables. Structural equation modeling showed that grit and academic motivation served as significant mediating pathways linking thinking styles to SWB across the models. Multi-group analysis further revealed structural non-invariance: the indirect effects of thinking styles on life satisfaction through grit were significantly stronger among non-HAT users (β = .40-.45, p < .001) than among HAT users (β = -.05-.10, ns). These findings suggest that HAT use may not be associated with mean-level differences in cognitive or well-being outcomes at the university stage, but may condition the motivational ecology through which thinking styles are translated into well-being. The study highlights the need for differentiated educational supports that reduce listening effort for HAT users and access-coordination effort for non-users.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151679","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 accessibility is assumed to be in place: responsibility shifting in institutionalized deaf and hard-of-hearing higher education. 当无障碍被假定为到位时：制度化的聋人和听障人士高等教育的责任转移。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-02 DOI: 10.1093/jdsade/enag030

Yan Li, Xin Qu, Dengfeng Yao, Chaoran Yang

{"title":"When accessibility is assumed to be in place: responsibility shifting in institutionalized deaf and hard-of-hearing higher education.","authors":"Yan Li, Xin Qu, Dengfeng Yao, Chaoran Yang","doi":"10.1093/jdsade/enag030","DOIUrl":"https://doi.org/10.1093/jdsade/enag030","url":null,"abstract":"Many higher education institutions have invested heavily in accessibility infrastructures for deaf and hard-of-hearing students. Yet accessibility failures in everyday teaching often reveal governance dynamics that remain poorly understood. This study examines how accessibility is governed when it is institutionally assumed to already exist. Drawing on an explanatory qualitative case study conducted at two universities, we analyze four accessibility breakdown incidents across classroom and field-based teaching contexts. Through abductive, process-oriented analysis, we identify a recurring five-step process model through which responsibility for accessibility failures is progressively deferred and redistributed without being clearly reassigned to an accountable actor. We conceptualize this mechanism as responsibility shifting, a governance process through which accessibility formally exists as infrastructure but becomes operationally detached from institutional accountability. By reframing accessibility as an institutional obligation rather than merely infrastructural provision, this study provides a mechanism-based account of accessibility governance in higher education.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151738","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

Adaptation of the Beck Depression Inventory-II into Turkish Sign Language for Deaf Adults in Türkiye. 贝克抑郁量表ⅱ在土耳其语中的翻译（英文）。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-02 DOI: 10.1093/jdsade/enag023

Selma Şenel, Bilge Nuran Aydoğdu, Caner Doğan

{"title":"Adaptation of the Beck Depression Inventory-II into Turkish Sign Language for Deaf Adults in Türkiye.","authors":"Selma Şenel, Bilge Nuran Aydoğdu, Caner Doğan","doi":"10.1093/jdsade/enag023","DOIUrl":"https://doi.org/10.1093/jdsade/enag023","url":null,"abstract":"D/deaf individuals face higher rates of psychological issues like depression, anxiety, and trauma than the general population. However, tools to assess depressive symptoms in this group are limited. This study aimed to adapt the Beck Depression Inventory-II (BDI-II) to Turkish D/deaf culture using Turkish Sign Language (TİD). Five bilingual experts translated the scale, followed by a pre-trial with two D/deaf individuals and a pilot study with 40 D/deaf adults. Internal consistency was high: Cronbach's alpha was .884 for the TİD version and .879 for the Turkish version. Item 10 showed low item-total correlation and was slightly revised. A strong correlation between TİD and Turkish versions (r = .946, p < .01) confirmed language equivalence. Participant feedback helped refine clarity and usability. Findings indicate that this work represents a preliminary adaptation study, demonstrating initial reliability and linguistic equivalence of the BDI-II for Turkish D/deaf adults. These results should be interpreted as early evidence, and further research is needed to establish construct validity and broader psychometric properties.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151686","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

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

Hearing parents learning sign language: a call for systemic changes. 听力正常的父母学习手语：呼吁系统性的改变。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-01-23 DOI: 10.1093/jdsade/enaf079

Jos Ritmeester, Beyza Sümer, Marije Boonstra, Maartje de Meulder, Belinda van der Aa, Floris Roelofsen

{"title":"Hearing parents learning sign language: a call for systemic changes.","authors":"Jos Ritmeester, Beyza Sümer, Marije Boonstra, Maartje de Meulder, Belinda van der Aa, Floris Roelofsen","doi":"10.1093/jdsade/enaf079","DOIUrl":"https://doi.org/10.1093/jdsade/enaf079","url":null,"abstract":"Around 90-95% of deaf and hard-of-hearing (DHH) children are born to hearing parents, most of whom have no prior knowledge of a sign language. This creates a risk of language deprivation, with long-term effects on language, cognitive, and social-emotional development. Research shows that sign language input supports children's development without hindering spoken language acquisition. Yet many hearing parents of DHH children are discouraged from learning sign language by unfounded claims from professionals or by restrictive support systems. In the Netherlands, parental sign language courses are covered by health insurance, which reduces financial barriers but also reinforces a medical framing of deafness and sign language and limits parental choice by assigning families to a single provider. Higher-level sign language courses are scarce, and most materials focus on vocabulary rather than sentence formation, leaving parents at a basic level while their children progress rapidly. This brief highlights what is known about hearing parents' experiences learning sign language and calls for systemic changes: unbiased professional guidance, inclusion of DHH role models, greater parental choice in courses, and a socio-cultural view on sign language.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146031295","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

Writing outcomes and expressive language use of deaf high school students. 聋人高中生写作成果与表达性语言运用。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-12-23 DOI: 10.1093/jdsade/enaf050

Hannah M Dostal, Kimberly A Wolbers, Kelsey Spurgin, Leala Holcomb

{"title":"Writing outcomes and expressive language use of deaf high school students.","authors":"Hannah M Dostal, Kimberly A Wolbers, Kelsey Spurgin, Leala Holcomb","doi":"10.1093/jdsade/enaf050","DOIUrl":"10.1093/jdsade/enaf050","url":null,"abstract":"This study explores the writing performance of deaf high school students, focusing on narrative, argumentative, and argumentative-with-sources genres, and examining the role of expressive language proficiency and early language exposure. Using a descriptive research design, the writing samples of 75 students were scored for idea development, organization, style, sentence fluency, word choice, and conventions using automated scoring. Results revealed a range of low to mid performance, with the argumentative-with-sources writing scoring similarly to narrative writing and showing incremental growth across the grade levels. Early language exposure and proficiency in ASL or spoken English were linked to better writing outcomes, highlighting the importance of early and accessible language development. The results underscore the urgent need for linguistically responsive materials, reliable ASL assessments, and evidence-based instructional strategies for addressing the range of needs of deaf students. The study calls for further exploration of the patterns observed in students' writing to design instruction that builds on strengths and addresses needs, enhancing academic success and societal participation for deaf learners.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"70-84"},"PeriodicalIF":1.4,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733985","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

Morphological awareness and reading skill for deaf and hearing adults. 聋人及健全成人的词形意识及阅读技巧。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-12-23 DOI: 10.1093/jdsade/enaf042

Emily Saunders, Haley Helms, Karen Emmorey

{"title":"Morphological awareness and reading skill for deaf and hearing adults.","authors":"Emily Saunders, Haley Helms, Karen Emmorey","doi":"10.1093/jdsade/enaf042","DOIUrl":"10.1093/jdsade/enaf042","url":null,"abstract":"Both deaf and hearing readers use morphological awareness skills to decode and comprehend printed English. Deaf readers, for whom phonological awareness is a relative weakness while orthographic sensitivity is a strength, may have a different relationship with morphology than similarly skilled hearing readers. This study investigated the impact of various reading sub-skills-spelling, vocabulary size, morphological awareness, and phonological awareness-on reading comprehension for deaf and hearing adult readers. Morphological awareness had a stronger relationship with reading comprehension for deaf than hearing readers, particularly for deaf readers with advanced morphological skills. Morphology and vocabulary were also more strongly related for the deaf group, indicating that deaf readers leverage morphology to expand their word knowledge. Overall, the findings highlight the unique and significant role of morphological awareness in the skilled deaf reader's \"toolbox\" and underscore the importance of morphological instruction in supporting the reading development of deaf individuals.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"58-69"},"PeriodicalIF":1.4,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12723586/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530367","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