Journal of Deaf Studies and Deaf Education最新文献_第4页

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

Preliminary examination of interpersonal suicide risk factors among deaf/hard-of-hearing adults. 失聪/听障成人人际自杀风险因素的初步调查。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-16 DOI: 10.1093/jdsade/enag064

Allison Sabaroche, Patrick J Brice, Marguerite P Wildermuth, Lawrence H Pick

{"title":"Preliminary examination of interpersonal suicide risk factors among deaf/hard-of-hearing adults.","authors":"Allison Sabaroche, Patrick J Brice, Marguerite P Wildermuth, Lawrence H Pick","doi":"10.1093/jdsade/enag064","DOIUrl":"https://doi.org/10.1093/jdsade/enag064","url":null,"abstract":"Suicide risk factors among deaf and hard-of-hearing adults remain understudied. Guided by Joiner's Interpersonal Theory of Suicide (2005), this preliminary cross-sectional study examined associations among adult attachment styles, Deaf acculturation, perceived burdensomeness, disconnectedness, and fearlessness about death among deaf and hard-of-hearing adults. Sixty-eight deaf and hard-of-hearing adults (63.2% female; 75% White; ages 18-69) completed online measures assessing Deaf acculturation, attachment style, perceptions of burdensomeness and disconnectedness, and fearlessness about death. Secure attachment was associated with lower perceived burdensomeness and disconnectedness, whereas avoidant attachment was associated with greater fearlessness about death. Deaf cultural identification was associated with reduced burdensomeness, while greater spoken/written English competence was positively related to fearlessness about death. These preliminary findings parallel patterns observed among hearing adults while highlighting unique cultural factors relevant to deaf and hard-of-hearing populations. Results suggest that secure attachment and Deaf cultural identity may be important considerations for culturally responsive suicide prevention research and intervention.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978361","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

Barriers and facilitators to educational inclusion of deaf and hard-of-hearing students in mainstream educational settings: a scoping review. 主流教育环境中聋哑和听力障碍学生教育包容的障碍和促进因素：范围审查。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-16 DOI: 10.1093/jdsade/enag067

Sondos Ahmad Al-Ghanim, Nashrah Maamor, Khairul Farhah Khairuddin, Noor Alaudin Abdul Wahab

{"title":"Barriers and facilitators to educational inclusion of deaf and hard-of-hearing students in mainstream educational settings: a scoping review.","authors":"Sondos Ahmad Al-Ghanim, Nashrah Maamor, Khairul Farhah Khairuddin, Noor Alaudin Abdul Wahab","doi":"10.1093/jdsade/enag067","DOIUrl":"https://doi.org/10.1093/jdsade/enag067","url":null,"abstract":"This review explores factors influencing the inclusion of deaf and hard-of-hearing (DHH) students in schools, with a defined focus on students who use spoken language and listening technologies. A comprehensive search strategy using the Population, Concept, and Context (PCC) mnemonic was applied across three databases alongside grey literature. Thirty-three studies from 21 countries identified factors influencing DHH inclusion in mainstream schools across four domains: student-, teacher-, environmental-, and family-related factors. Factors addressed in the literature included teachers' training and capacity (n = 27), communication and language proficiency (n = 23), resource availability (n = 21), physical environment (n = 19), and parental involvement (n = 15). Analysis revealed that inclusion represents a developmental trajectory shaped by accumulating facilitators and barriers across time and contexts. The facilitators worked synergistically: early identification enabled communication development, teacher preparation facilitated methodological accommodations, supportive environments fostered participation, and family-school partnerships provided advocacy. The analysis fosters the need for a holistic approach to support the meaningful inclusion of DHH children in inclusive educational settings, particularly within a spoken-language-dominant educational environment. By addressing interconnected factors, stakeholders could work collaboratively to enhance inclusivity for all students in inclusive education.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978342","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

Dynamics in International Sign Language conference interpreting. 国际手语会议口译动态。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-09-14 DOI: 10.1093/jdsade/enag062

Britta Durczok, Christian Peters, Christian Rathmann

引用次数: 0

The effects of adverse childhood experiences on deaf adults. 童年不良经历对成年聋人的影响。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-08-25 DOI: 10.1093/jdsade/enag059

Teresa V Crowe, Elizabeth Bowman

{"title":"The effects of adverse childhood experiences on deaf adults.","authors":"Teresa V Crowe, Elizabeth Bowman","doi":"10.1093/jdsade/enag059","DOIUrl":"https://doi.org/10.1093/jdsade/enag059","url":null,"abstract":"This study examined childhood adversity, exploitation-related experiences, intimate partner violence (IPV), substance use, and anxiety/depressive symptoms among deaf and hard-of-hearing adults. Data came from an anonymous online survey completed by 140 participants. Descriptive analyses showed that participants reported childhood maltreatment across multiple domains, with sexual abuse reported most frequently. More than one-quarter screened positive for IPV victimization, and a substantial proportion screened positive for elevated anxiety and/or depressive symptoms. Some participants also reported abuse within deaf educational settings and endorsed items related to possible commercial sexual exploitation of children, although these findings were based on small subgroup sizes and are best understood as preliminary. Exploratory analyses showed that childhood trauma scores were positively associated with anxiety/depressive symptoms, IPV victimization, and IPV perpetration. These findings highlight the need for trauma-informed, culturally and linguistically accessible services and further deaf-centered research on childhood adversity and exploitation.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148820067","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

Analyzing the influence of deafness on serial position function for letters. 分析耳聋对字母序列位置函数的影响。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-08-24 DOI: 10.1093/jdsade/enag050

Veena Kamble, Jennifer Leleux, Marie Pirlot, Virginie Crollen

{"title":"Analyzing the influence of deafness on serial position function for letters.","authors":"Veena Kamble, Jennifer Leleux, Marie Pirlot, Virginie Crollen","doi":"10.1093/jdsade/enag050","DOIUrl":"https://doi.org/10.1093/jdsade/enag050","url":null,"abstract":"Previous research has shown that letter and digit identification typically follows a W-shaped serial position function, whereas symbol identification exhibits an inverted U-shaped pattern. Given that reading outcomes vary widely among deaf populations, the present study investigated whether deaf adults display serial position functions similar to hearing adults. Using the Target-in-String Identification paradigm, we compared letter, digit, and symbol recognition across five target positions in matched groups of deaf and hearing participants. Both groups demonstrated a pronounced first-letter advantage, consistent with specialized position-tuned letter detectors. However, only the hearing group showed the canonical W-shaped function for letters. Deaf participants exhibited a more linear and quadratic profile, with reduced accuracy at central positions, which may be consistent with a potentially greater influence of visual crowding, even within foveal vision. No reliable position effects emerged for symbols, and both groups displayed similar linear position effects for digits. These findings indicate that while initial-letter prioritization is preserved in deaf readers, spatial tuning for other positions may be influenced, partially supporting the MRF theory and underscoring the need for models that account for variability in orthographic processing across populations.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814185","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

Reframing parentification as fedakârlık: Turkish CODA adolescent experiences in collectivist culture. 重新建构亲子关系fedakârlık：集体主义文化中的土耳其CODA青少年经验。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-08-21 DOI: 10.1093/jdsade/enag054

Tahir Emre Gencer, Ecem Erguvan, Kumsal Yılmaz, Şükriye Nur Göklen

{"title":"Reframing parentification as fedakârlık: Turkish CODA adolescent experiences in collectivist culture.","authors":"Tahir Emre Gencer, Ecem Erguvan, Kumsal Yılmaz, Şükriye Nur Göklen","doi":"10.1093/jdsade/enag054","DOIUrl":"https://doi.org/10.1093/jdsade/enag054","url":null,"abstract":"Responding to Palmer's call to dismantle deficit-based frameworks, this qualitative study examines how Turkish hearing children of deaf adults adolescents (ages 12-17, n = 20) navigate parentification. A mixed-positionality team analyzed semi-structured interviews via thematic analysis. Findings reveal participants reframe language brokering and caregiving not as Western narratives of \"childhood loss\" or \"developmental burden\" but as fedakârlık (filial devotion) and hürmet (filial piety), emphasizing accelerated maturation within a collectivist context. This reframing coexists with bicultural identity negotiations, peer exclusion, and heightened sensory awareness shaped by navigating silent versus auditory-dominant environments, while family support, especially from grandparents, serves as a key coping resource, interpreter shortages and structural audism intensify vulnerabilities. Building on Napier's reconceptualization of sign language brokering as a relational asset, this study extends scholarship to a non-Western context, advocating culturally responsive interventions that address systemic barriers and recognize parentification as a developmental resource.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799740","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