Journal of Deaf Studies and Deaf Education最新文献_第2页

Sociocultural perspectives of deaf parents on child-directed fingerspelling (birth-5). 失聪父母对儿童指向性拼写的社会文化视角（出生-5岁）。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag035

Sharon K Baker, Tamby Allman, Jean F Andrews, Monica Soukup, Milana Donatich

引用次数: 0

Culturally safe family-centered early intervention services: perspectives from parents and service providers of deaf and hard-of-hearing children. 文化安全的以家庭为中心的早期干预服务：聋哑和听障儿童的父母和服务提供者的观点。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag020

Jennifer L Gow, Rina Parbhakar-Dulku, Noreen Simmons, Paola Colozzo

{"title":"Culturally safe family-centered early intervention services: perspectives from parents and service providers of deaf and hard-of-hearing children.","authors":"Jennifer L Gow, Rina Parbhakar-Dulku, Noreen Simmons, Paola Colozzo","doi":"10.1093/jdsade/enag020","DOIUrl":"10.1093/jdsade/enag020","url":null,"abstract":"This study explores the characteristics of cultural safety in Family-Centered Early Intervention services for d/Deaf and hard-of-hearing children and their families (FCEI-DHH). Perspectives of culturally and ethnically diverse families who have young DHH children and service providers in pediatric DHH services were gathered through online surveys. Quantitative analyses examined the influence of geographical location and parent self-identity (Deaf, Indigenous, racialized, marginalized (DIRM), and/or belonging to a dominant/privileged group) on aspects of FCEI services. Parents reported a high overall level of support from service providers, but lack of support was disproportionately experienced by DIRM parents with medical/diagnostic services. Cultural identity was important to make connections in DHH communities, but DIRM parents connected least. This study identifies areas for improvement and can inform the development of evidence-based practice guidelines for cultural safety and humility in the delivery of FCEI-DHH. This work can help mark progress towards achieving health equity.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"669-685"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147983853","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

Summary of "psychotherapy research in the deaf community: lessons learned". “聋人社区的心理治疗研究：经验教训”摘要。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag027

Kayla Meza-Aguiar, Tamara Schmidt, Felicia McGinnis, Gabrielle Humlicek, Naima Johnson, Rhys McGovern, Alexander M Wilkins, Sheri Hostovsky, Emma Pici-D'Ottavio, Aileen Aldalur, Melissa L Anderson

引用次数: 0

Speech-language pathologists' perceptions of common myths related to deaf and hard of hearing children who use signed language. 语言病理学家对使用手语的失聪和重听儿童的常见误解的看法。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag053

Kristen Secora, Brittany Lee, Kym Meyer

{"title":"Speech-language pathologists' perceptions of common myths related to deaf and hard of hearing children who use signed language.","authors":"Kristen Secora, Brittany Lee, Kym Meyer","doi":"10.1093/jdsade/enag053","DOIUrl":"10.1093/jdsade/enag053","url":null,"abstract":"Speech-language pathologists (SLPs) have little formal education related to the needs of deaf and hard of hearing (DHH) children who use a signed language and often report feeling underprepared to work with this population. Although a small subset of SLPs specialize in working with DHH children, the majority of DHH children are served by generalist SLPs without specialized training. We surveyed 50 SLPs (26 self-reported DHH specialists) to better understand SLPs' awareness of common myths or misunderstandings about issues related to DHH children and signed language. For 13/22 statements (59%), both groups responded similarly and consistent with the answer established by literature review, suggesting that both groups shared sufficient knowledge to successfully reject myths and endorse facts. For the remaining nine statements (41%), generalist responses differed significantly from specialist responses covering topics such as knowledge about natural signed languages, language development for DHH children, and language and educational access, reflecting greater variability/less confidence in their knowledge. These results can inform graduate curricula and continuing education experiences for generalist SLPs as they work to close gaps in knowledge and strive to provide high-quality client-centered care for DHH children who use signed language.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"695-715"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148707931","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 literature review of how hearing codas navigate deafness stigma. 质性文献综述：听觉尾核如何引导耳聋耻感。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag051

Noel O'Connell, Jemina Napier

{"title":"A qualitative literature review of how hearing codas navigate deafness stigma.","authors":"Noel O'Connell, Jemina Napier","doi":"10.1093/jdsade/enag051","DOIUrl":"10.1093/jdsade/enag051","url":null,"abstract":"The theoretical contexts of stigma have rarely been applied to a study of the experiences of hearing children of deaf adults (Codas), nor to the ways they respond to parental stigmatization and the efforts they take to protect their parents from these stressors. The wellbeing of Coda children, young people and adults is known to be challenged by discrimination and social exclusion arising from deaf-related stigmatization. It is therefore imperative that these are addressed appropriately to enable Codas to reach their potential and to recognize the agency that Codas have in supporting their deaf parents. This narrative review aims to specifically explore Codas' experiences of courtesy stigma, indirect stigma or stigma-by-association. The databases Scopus, Web of Science, Google Scholar, and reference lists of publications were searched; 61 peer-reviewed articles and 2 books were screened; 22 articles featuring qualitative studies and 2 books were included. The researchers found that Codas experienced courtesy stigma due to their association with deaf parents but also exhibit a sense of resilience and agency. Understanding and valuing Codas' lived experience of courtesy stigma help to make more appropriate recommendations for future research and social interventions.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"547-562"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595097/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686372","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

Policy brief: reforming outcomes measurement for deaf children in early intervention. 政策摘要：改革失聪儿童早期干预的结果测量。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag022

Marissa Chappell

{"title":"Policy brief: reforming outcomes measurement for deaf children in early intervention.","authors":"Marissa Chappell","doi":"10.1093/jdsade/enag022","DOIUrl":"10.1093/jdsade/enag022","url":null,"abstract":"This policy brief examines critical flaws in the Child Outcomes Summary Form (COSF), the primary tool used to assess developmental progress in early intervention (EI) systems, and highlights its discriminatory impact on deaf children. The COSF is built on an audist framework that systematically excludes signed language competence as a valid developmental indicator and fails to account for the diverse developmental trajectories of deaf infants and young children. This foundational bias is particularly harmful for deaf children identified through newborn hearing screening, who often enter Birth to Three services well before typical referral ages. When a deaf child's development naturally diverges from hearing monolingual norms over time, the COSF produces artificially declining scores that misrepresent genuine developmental progress. These biased measurements undermine family confidence, distort program evaluations, and jeopardize funding for specialized services proven to improve outcomes when initiated early. The current brief highlights the COSF's inconsistent and harmful theoretical foundations, demonstrates its misalignment with contemporary research on evidence-based assessment of deaf children, and proposes reform measures to ensure culturally responsive, linguistically valid evaluation. Implementing these reforms is essential to protecting the civil rights of deaf children and ensuring accurate, equitable EI assessment.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"612-617"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148220313","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

Health literacy of the Deaf community: a scoping review. 聋人社区的健康素养：范围审查。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag017

Kang Suen Goh, Ryan Chun Chien Yau, Thisari Madhavee Dharmapriya, Uma Devi M Palanisamy, Sabrina Anne Jacob

{"title":"Health literacy of the Deaf community: a scoping review.","authors":"Kang Suen Goh, Ryan Chun Chien Yau, Thisari Madhavee Dharmapriya, Uma Devi M Palanisamy, Sabrina Anne Jacob","doi":"10.1093/jdsade/enag017","DOIUrl":"10.1093/jdsade/enag017","url":null,"abstract":"This scoping review examined health literacy among Deaf populations and identified gaps in current evidence. A systemic search of PubMed, Excerpta Medica Database, Cumulative Index to Nursing and Allied Health Literature, and Cochrane was conducted from database inception to December 31, 2024. English-language quantitative, qualitative, and mixed-methods studies reporting from the perspective of Deaf individuals of any age were included, alongside studies evaluating educational interventions. Data were charted using a standardized extraction framework and analysed thematically. Fifty-seven studies from 14 countries met the inclusion criteria. Four themes emerged: health literacy of Deaf people, factors affecting the health literacy of Deaf people, source of health information, and impact of interventions on health literacy levels. Overall, Deaf people demonstrated poorer health literacy levels than hearing populations, largely due to communication barriers and inaccessible health information. While educational interventions improved knowledge, evidence on their sustained impact remains limited. Findings underscore the need for culturally-competent, sign-language-accessible health education to reduce health inequities.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"577-611"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595092/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147949917","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

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 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag011

Jayne Newbury, Rosie Lamb, Toby Macrae

引用次数: 0

Story dramas: an exploratory study toward a deaf-led arts-integration model. 故事剧：聋人主导的艺术融合模式的探索性研究。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag015

Joanne Weber, Jah-Amaka Enwedo, Amel Benkohila, Nyla Kurylowich, Brenda Hillcox, Kirsten Olson

{"title":"Story dramas: an exploratory study toward a deaf-led arts-integration model.","authors":"Joanne Weber, Jah-Amaka Enwedo, Amel Benkohila, Nyla Kurylowich, Brenda Hillcox, Kirsten Olson","doi":"10.1093/jdsade/enag015","DOIUrl":"10.1093/jdsade/enag015","url":null,"abstract":"This paper examines the ontological, axiological, and epistemological commitments of a deaf-led team, which informs their implementation of story dramas with deaf preschoolers in a Western Canadian preschool. A bimodal bilingual teaching team co-constructed a story drama delivery model for deaf children based on training provided by the researcher to the instructional staff at the preschool. The training presented story drama interventions originally developed with hearing preschoolers and elementary students. To examine the ontological, axiological, and epistemological commitments of the deaf-led instructional team, the researcher observed how the deaf-led team applied the training to their story dramas delivery to their deaf preschool students. Multimodal discourse analysis of video recorded classroom sessions of story dramas with deaf preschoolers revealed how the deaf-led team provided a strong ocularcentric, multimodal, and interactive approach to story drama, which differed significantly from the training model developed from sources on story dramas for non-deaf children. The study also included interviews with the deaf-led instructional team, which were coded according to themes arising from the interviews. The study interviews explore the deaf-led team's perceptions of the impact of their delivery of three story dramas on their deaf students, reporting significant changes in their students, including increased linguistic production, development of concepts, collaborative behaviors, and social and emotional development. The study recommends a deaf story drama training model for deaf preschoolers according to deaf ontological, axiological, and epistemological commitments of deaf-led instructors and teams.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"640-654"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595095/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151716","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

Sign language ideologies in deaf education in Trinidad and Tobago. 特立尼达和多巴哥聋人教育中的手语意识形态。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag018

Ian Dhanoolal, Kristin Snoddon

{"title":"Sign language ideologies in deaf education in Trinidad and Tobago.","authors":"Ian Dhanoolal, Kristin Snoddon","doi":"10.1093/jdsade/enag018","DOIUrl":"10.1093/jdsade/enag018","url":null,"abstract":"This paper, representing a multilingual Global South-Global North deaf research collaboration, reports and critically analyzes findings from interviews with 5 deaf adult and 5 sign language interpreter participants regarding their educational and training experiences in the postcolonial Caribbean environment of Trinidad and Tobago. Caribbean sign languages are frequently said to be varieties of American Sign Language (ASL) and/or to have been displaced by ASL in schools with deaf learners. In the anglophone Caribbean context, deaf children have not had access to early childhood care and education in the medium of sign language, and most deaf students arrive at primary school without having acquired a named sign language variety. Moreover, despite a lack of formal standards for interpreter training and evaluation, deaf secondary school students are placed in regular schools with sign language interpreters. Findings from interviews reveal ideologies surrounding named sign language varieties, deaf multilingualism, and interpreter roles within schools, and point to the need for deaf leadership within organizations and institutions providing services to deaf people.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"630-639"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595094/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147869942","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