Journal of Deaf Studies and Deaf Education最新文献

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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Support Principles. 以家庭为中心的聋人/听力障碍者早期干预(FCEI-DHH):支持原则。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-02-29 DOI: 10.1093/deafed/enad039
Amy Szarkowski, Mary Pat Moeller, Elaine Gale, Trudy Smith, Bianca C Birdsey, Sheila T F Moodie, Gwen Carr, Arlene Stredler-Brown, Christine Yoshinaga-Itano, Daniel Holzinger
{"title":"Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Support Principles.","authors":"Amy Szarkowski, Mary Pat Moeller, Elaine Gale, Trudy Smith, Bianca C Birdsey, Sheila T F Moodie, Gwen Carr, Arlene Stredler-Brown, Christine Yoshinaga-Itano, Daniel Holzinger","doi":"10.1093/deafed/enad039","DOIUrl":"10.1093/deafed/enad039","url":null,"abstract":"<p><p>This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Principles are composed of four Principles (Principles 3, 4, 5, and 6) that highlight (a) the importance of a variety of supports for families raising children who are DHH; (b) the need to attend to and ensure the well-being of all children who are DHH; (c) the necessity of building the language and communication abilities of children who are DHH and their family members; and (d) the importance of considering the family's strengths, needs, and values in decision-making.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"29 SI","pages":"SI64-SI85"},"PeriodicalIF":1.7,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139997864","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 patients’ preferred communication in clinical settings: implications for healthcare providers 聋人患者在临床环境中的首选交流方式:对医疗服务提供者的影响
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-31 DOI: 10.1093/deafed/enad061
Sarah Hall, Michael Ballard
{"title":"Deaf patients’ preferred communication in clinical settings: implications for healthcare providers","authors":"Sarah Hall, Michael Ballard","doi":"10.1093/deafed/enad061","DOIUrl":"https://doi.org/10.1093/deafed/enad061","url":null,"abstract":"Deaf patients who communicate in American Sign Language (ASL) experience communication challenges leading to medical errors, treatment delays, and health disparities. Research on Deaf patient communication preferences is sparse. Researchers conducted focus groups based on the Health Belief Model with culturally Deaf patients and interpreters. The ASL focus groups were interpreted and transcribed into written English, verified by a third-party interpreting agency, and uploaded into NVivo. Deductive coding was used to identify communication methods and inductive coding was used to identify themes within each. Writing back-and-forth introduced challenges related to English proficiency, medical terminology, poor penmanship, and tendencies of providers to abbreviate. Participants had various speechreading abilities and described challenges with mask mandates. Multiple issues were identified with family and friends as proxy interpreters, including a lack of training, confidentiality issues, emotional support, and patient autonomy. Video remote interpreter challenges included technical, environmental, and interpreter qualification concerns. Participants overwhelmingly preferred on-site interpreters for communication clarity. While there was a preference for direct care, many acknowledged this is not always feasible due to lack of providers fluent in ASL. Access to on-site interpreters is vital for many Deaf patients to provide full access to critical medical information. Budget allocation for on-call interpreters is important in emergency settings.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"43 3 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139062289","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, home language environments, and reciprocal–contingent family interactions 聋哑儿童、家庭语言环境和互惠条件下的家庭互动
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-30 DOI: 10.1093/deafed/enad063
Oscar L Ocuto
{"title":"Deaf children, home language environments, and reciprocal–contingent family interactions","authors":"Oscar L Ocuto","doi":"10.1093/deafed/enad063","DOIUrl":"https://doi.org/10.1093/deafed/enad063","url":null,"abstract":"Engaged communication between mother and a child in their early developmental stages is one of the predictors of children’s development of higher-order thinking skills. For deaf children, this engaged communication between mother and child hinges on the home language environment (HLE) being fully accessible to the child. This research uses agogical phenomenology in exploring the lived experiences of participants’ HLE where sign language is used, with particular focus on the opportunities for extended discourse. Data were collected via semistructured interviews with the deaf children and their parents and observations in the HLEs of five signing families with at least one deaf child in the southwestern United States. The aim of this study was to document and provide insights into how language use in deaf children’s HLE can impact their knowledge development; these insights uncovered the essence of reciprocal and contingent family interactions as a central aspect of the deaf child’s HLE. It is hoped that the qualitative phenomenological findings will frame subsequent quantitative investigations of the variability in language access to home language components.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061986","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 Identity, Social Relationships, and Social Support: Toward a Microsociological Perspective. 聋人身份、社会关系和社会支持:迈向微观社会学视角。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad019
Madeleine Chapman, Jesper Dammeyer, Kim Sune Karrasch Jepsen, Lasse Suonperä Liebst
{"title":"Deaf Identity, Social Relationships, and Social Support: Toward a Microsociological Perspective.","authors":"Madeleine Chapman, Jesper Dammeyer, Kim Sune Karrasch Jepsen, Lasse Suonperä Liebst","doi":"10.1093/deafed/enad019","DOIUrl":"10.1093/deafed/enad019","url":null,"abstract":"<p><p>This study is the first to analyze data from a national survey to investigate the significance for deaf identity of the different forms of social and technological support that deaf people rely upon. Data were derived from a survey among 839 deaf people and were analyzed with regard to social identification as deaf, hearing, bicultural, and marginal. Findings showed connections between technology and identity, including the use of a range of technology to support being culturally deaf. Findings also showed that the deaf and hearing groups had strong homophilous social networks, while the bicultural group tended toward more mixed but equally strong social connectivity. The marginal group had a much thinner social connectivity and relied more upon institutional social support, findings that are in line with previous research revealing a sub-group struggling with social participation and well-being. Theoretically, the paper builds bridges between the fields of social identity and microsociology and shows how a microsociological perspective brings attention to the significance of reiterated social relations and practice for constructing social identity.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"81-90"},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9795830","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 study of mothers' experiences adopting deaf or hard-of-hearing children. 母亲收养聋哑儿童经历的定性研究。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad032
Elizabeth A Rosenzweig, Elaine R Smolen, Maria Hartman, Brynne Powell, Thekra Alruwaili
{"title":"A qualitative study of mothers' experiences adopting deaf or hard-of-hearing children.","authors":"Elizabeth A Rosenzweig, Elaine R Smolen, Maria Hartman, Brynne Powell, Thekra Alruwaili","doi":"10.1093/deafed/enad032","DOIUrl":"10.1093/deafed/enad032","url":null,"abstract":"<p><p>The current study presents the results of a qualitative investigation into the perspectives of mothers who have adopted children who are deaf or hard of hearing. Nine mothers, recruited via convenience and snowball sampling, participated in semi-structured interviews via videoconference technology. The interviews were transcribed and coded for thematic analysis. Parent perspectives on the following topics were analyzed: motivation, reaction to identification, communication and technology decisions, language, services pre- and post-adoption, others' reactions, expectations, race and ethnicity, and attachment and adjustment. Based on thematic analysis of the participants' responses, key themes and implications for professional practice are proposed.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"91-100"},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10519438","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
Signed Rhyme and Rhythm With Deaf Children: Early Childhood Teacher Interviews. 聋哑儿童的手语韵律:幼儿教师访谈。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad025
Leala Holcomb, Michael Higgins
{"title":"Signed Rhyme and Rhythm With Deaf Children: Early Childhood Teacher Interviews.","authors":"Leala Holcomb, Michael Higgins","doi":"10.1093/deafed/enad025","DOIUrl":"10.1093/deafed/enad025","url":null,"abstract":"<p><p>Early childhood programs promote language play opportunities due to the well-documented positive influences on cognition, language, and literacy development. This qualitative investigation explores language play through the form of signed rhyme and rhythm among young deaf children. Teachers specializing in deaf education within an early childhood program were interviewed to assess their knowledge and implementation of signed rhyme and rhythm in their pedagogical practices. The results reveal that despite recognizing numerous advantages and deeming signed rhyme and rhythm as essential for deaf children's development, these teachers perceive themselves as lacking adequate knowledge and preparation to effectively incorporate this approach in their classrooms. To address this gap, professional development opportunities should be provided to develop knowledge and confidence in teachers, empowering them to effectively implement signed rhyme and rhythm with deaf children.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"19-29"},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10069943","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
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
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