Journal of Deaf Studies and Deaf Education最新文献_第3页

Perceptions of Deaf education in the Deaf community. 聋人社区对聋人教育的看法。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag036

Gearóidín McEvoy

{"title":"Perceptions of Deaf education in the Deaf community.","authors":"Gearóidín McEvoy","doi":"10.1093/jdsade/enag036","DOIUrl":"10.1093/jdsade/enag036","url":null,"abstract":"This article explores perceptions about education for the Deaf community within Deaf communities in Ireland, Finland, and the UK. Ireland, Finland, and the UK all provide legal recognition of sign languages in various forms. However, it is important to understand how these laws impact Deaf people, what their experiences with the law is, and how might the law be altered to improve the lives of people it purports to serve. Interview data from Deaf people across the three countries is presented here which explores these experiences. When asked about what they might improve in the law, an overwhelming number of responses related to the introduction of law to improve access to education. And so, this article has taken those responses and presented them for analysis. Research participants reported concerns about the quality of Deaf education, systemic problems in accessing education, acquisition of other language in Deaf people, the illusion of a choice of school options for parents of Deaf children and the dwindling number of Deaf schools. Participants suggested that meaningful access to bilingual education is needed for Deaf people.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"737-751"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595087/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148309317","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

Writing development in deaf adults: a longitudinal study in sign-mediated contexts. 聋人成人写作发展：一项符号介导情境的纵向研究。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag065

Natalia Pérez Aguado

引用次数: 0

Deaf older adults' experiences of receiving old age care support. 聋人老年人接受养老支持的经验。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag019

Elin Karlsson, Yashar Mahmud, Susanne Andersson, Linda Jonsson, Åsa Gustavsson, Sofia Kjellström Professor, Sofi Fristedt

引用次数: 0

Do I belong?: implications of the ASLPI. 我属于这里吗？： ASLPI的含义。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag021

John Pirone, Octavian Robinson, Erin Moriarty, Nia Lazarus

引用次数: 0

Single-case design interventions for deaf disabled students: a systematic literature review. 聋哑残障学生个案设计干预：系统文献回顾。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag045

LaKisha M Stanley, Jessica A Scott

引用次数: 0

Ideologies toward CSL: SL perceptions in the 2025 Chinese Spring Festival Gala. 对CSL的意识形态：2025年中国春晚的SL认知。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag016

Li Chuqiao

引用次数: 0

Effects of work-related stressors on subjective well-being of Chinese DHH workers. 工作压力源对中国卫生保健工作者主观幸福感的影响。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag044

Linkang Xu, Songmei Yu, Ziqi Xu, Limao Yang

引用次数: 0

Experiences of professionals in DHH education: challenging communicative monotony. DHH教育专业人员的经验：挑战沟通的单调。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag010

Çiğdem Uysal, Yunus Yılmaz

{"title":"Experiences of professionals in DHH education: challenging communicative monotony.","authors":"Çiğdem Uysal, Yunus Yılmaz","doi":"10.1093/jdsade/enag010","DOIUrl":"10.1093/jdsade/enag010","url":null,"abstract":"Communication approaches used in the education of Deaf or hard of hearing (DHH) individuals, such as spoken language, sign language, total communication, and bilingual-bicultural approach, have long been debated. Each has its strengths and limitations and is shaped by individual and contextual factors. Understanding and implementing these approaches rely not only on theoretical frameworks but also on the knowledge gained from professional experiences in the field. This study aims to examine the experiences of diverse role professionals (academics with teaching backgrounds) regarding communication approaches in DHH education within the Turkish context. Using a phenomenological design, the study explored how participants' pedagogical decisions, teaching and academic backgrounds, undergraduate education processes, and their relationships with educational policies shaped their communication choices. The findings reveal that structural and pedagogical factors beyond individual attitudes are decisive in shaping communication preferences. This research reveals the factors shaping communication approaches and emphasizes the need for inclusive, context sensitive practices.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"796-811"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595093/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692743","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

Parents' use of Saudi sign language: patterns, determinants, and implications. 父母对沙特手语的使用：模式、决定因素和影响。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag012

Salman Almughyiri, Rima Al-Mayah

引用次数: 0

Language instruction of deaf multilingual learners: a survey of teachers. 聋人多语学习者的语言教学：教师调查。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-18 DOI: 10.1093/jdsade/enag058

Chidinma A I Ojiaku, Jessica Scott, Jocelyn E Belden

{"title":"Language instruction of deaf multilingual learners: a survey of teachers.","authors":"Chidinma A I Ojiaku, Jessica Scott, Jocelyn E Belden","doi":"10.1093/jdsade/enag058","DOIUrl":"10.1093/jdsade/enag058","url":null,"abstract":"This study investigates the instructional practices and self-reported confidence of educators working with Deaf Multilingual Learners (DMLs), students who are deaf or hard-of-hearing and come from homes where languages other than English or American Sign Language are used. Through a national web-based survey (Appendix A), data were collected from 89 current and former teachers of DMLs, capturing their demographic profiles, instructional strategies, and perceptions of their ability to support language development. Quantitative analyses, including descriptive statistics, t-tests, and correlation analyses, were conducted to identify patterns related to teaching experience, strategy use, and support systems. Findings show that multimodal strategies, such as combining signs, spoken language, visuals, and print, were widely used and rated highly by educators, particularly those with more than 3 years of experience. In contrast, strategies that incorporated students' home languages were used infrequently. Use of phonological awareness strategies varied depending on the instructional language modality, with fingerspelling and signed-language scaffolds used more often than spoken phonics-based strategies. Notably, gaps emerged in access to DML-specific training and collaboration opportunities, and most respondents identified as White, female, and English-speaking, highlighting a lack of educator diversity. These findings underscore the importance of targeted professional development in multimodal and phonological instruction, culturally responsive pedagogy, and home language inclusion. Addressing these gaps is essential to improving equitable language access and educational outcomes for DMLs in K-12 settings. Appendix A showcases the questions from the survey (See Appendix A).","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"821-836"},"PeriodicalIF":2.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799816","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