Journal of Deaf Studies and Deaf Education最新文献_第5页

Exploring domestic violence against deaf and hard-of-hearing individuals: a quantitative survey using a sign language video questionnaire. 聋人及听障人士的家庭暴力探析：一项使用手语视频问卷的定量调查。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-08-20 DOI: 10.1093/jdsade/enag056

Mahsa Tahzibi, Hadi Farahani, Mohammad Torkashvand Moradabadi, Laleh Golamrej Eliasi

{"title":"Exploring domestic violence against deaf and hard-of-hearing individuals: a quantitative survey using a sign language video questionnaire.","authors":"Mahsa Tahzibi, Hadi Farahani, Mohammad Torkashvand Moradabadi, Laleh Golamrej Eliasi","doi":"10.1093/jdsade/enag056","DOIUrl":"https://doi.org/10.1093/jdsade/enag056","url":null,"abstract":"This study explores domestic violence against deaf and hard-of-hearing adults in Iran-an issue that has received little attention. Using a bilingual questionnaire available in both written Persian and Iranian Sign Language video, we surveyed 384 married or cohabiting deaf adults recruited through social media and deaf associations. Participants reported experiences of physical, psychological, sexual, and economic abuse. Psychological and sexual violence were the most common, especially among women and those in unstable or ended relationships. People who were only partly fluent in sign language faced added risks, reporting more sexual and economic violence than fully fluent or non-fluent participants. Violence was linked to negative views about deafness, and different types of abuse often occurred together. Higher levels of violence were associated with spousal separation, a partner becoming deaf later in life, and having deaf parents. The study shows the importance of sign-language-accessible tools and calls for better support services and protections for deaf people in Iran.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799802","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

Minority Stress Scale for the Deaf (MSS-D): an adapted measure for quantifying stress associated with audism. 少数民族聋人压力量表（MSS-D）：一种量化听力相关压力的适应性测量方法。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-08-14 DOI: 10.1093/jdsade/enag057

Dilan H Arreguin, Crystal D Oberle

{"title":"Minority Stress Scale for the Deaf (MSS-D): an adapted measure for quantifying stress associated with audism.","authors":"Dilan H Arreguin, Crystal D Oberle","doi":"10.1093/jdsade/enag057","DOIUrl":"https://doi.org/10.1093/jdsade/enag057","url":null,"abstract":"The purpose of this study was to assess stress among culturally Deaf, physically deaf, and hard-of-hearing (D/deaf/HH) individuals. Given that these individuals are minorities within a hearing-based society, we adapted the Minority Stress Scale to examine the stress related to perceived audism from others (i.e., the feeling that they are being treated with an inferior bias due to their lack of hearing) and the stress related to internalized audism (i.e., an internal inferior bias against their own lack of hearing). A sample of 104 D/deaf/HH individuals completed this adapted scale (Minority Stress Scale for the Deaf [MSS-D]); the Parental Audism and Linguisticism Frequency Scale (PALFS); the Social, Attitudinal, Familial, and Environmental Acculturative Stress Scale-Deaf (SAFE-D); and the Depression, Anxiety, and Stress Scale-21 (DASS-21). Factor analysis and reliability analyses revealed two internally consistent factors for the MSS-D: Stress from Anticipation of Experiencing Audism and Stress from Internalized Audism. As evidence of construct validity, the MSS-D subscales were moderately to strongly correlated with the PALFS and SAFE-D subscales, and they were weakly to moderately correlated with the DASS-21 subscales.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148764153","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

Institutional supports and access inequities for deaf college students. 聋人大学生的制度性支持与准入不平等。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-08-12 DOI: 10.1093/jdsade/enag055

Jeffrey Levi Palmer, Carrie Lou Bloom, Mary Sanderson, Kelton Bloxham

{"title":"Institutional supports and access inequities for deaf college students.","authors":"Jeffrey Levi Palmer, Carrie Lou Bloom, Mary Sanderson, Kelton Bloxham","doi":"10.1093/jdsade/enag055","DOIUrl":"10.1093/jdsade/enag055","url":null,"abstract":"Deaf college students frequently encounter postsecondary environments where access is delivered through accommodations rather than through structural inclusion. This study investigates how deaf students experience three validated dimensions of campus climate, accommodating learning environments (ALE), campus connectedness (CC), and deaf-affirming climate (DAC), using data from 193 students at broad-access U.S. institutions. Descriptive, inferential, and exploratory modeling analyses show ALE is rated more positively than CC or DAC, with DAC emerging as the lowest-rated dimension, indicating persistent gaps between compliance-based access and meaningful inclusion. Nonbinary and transgender students reported significantly lower campus ratings than cisgender peers. Deaf-specific supports, particularly dedicated tutors and advisors, were the strongest predictors of higher campus ratings, whereas graduate student status and attending college near home predicted lower ratings. Findings underscore the need for proactive, relational, and culturally responsive institutional practices that reduce student burden and foster access, belonging, and identity.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148723242","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

Age of acquisition and neurodynamics in French Sign Language (LSF): insights from event-related potentials. 法语手语习得年龄和神经动力学：来自事件相关电位的见解。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-08-05 DOI: 10.1093/jdsade/enag049

Caroline Bogliotti, Philomène Périn, Jeremy Yeaton

引用次数: 0

Communication, psychological, and social outcomes for DHH adults with DHH parents. 有DHH父母的DHH成人的沟通、心理和社会结果。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-08-05 DOI: 10.1093/jdsade/enag052

Hulya Gocmenler, Jesper Dammeyer, Seyma Nur Tabak

引用次数: 0

Tracing deaf studies and deaf education: insights from JDSDE's three decades. 追踪聋人研究与聋人教育：来自我校三十年的见解。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-31 DOI: 10.1093/jdsade/enag048

Murat Doğan, Osman Çolaklıoğlu, Emrah Akkaya, Mahire Kılıç, Abdullah Genç

{"title":"Tracing deaf studies and deaf education: insights from JDSDE's three decades.","authors":"Murat Doğan, Osman Çolaklıoğlu, Emrah Akkaya, Mahire Kılıç, Abdullah Genç","doi":"10.1093/jdsade/enag048","DOIUrl":"https://doi.org/10.1093/jdsade/enag048","url":null,"abstract":"Journal analyses that capture trends, debates, and dilemmas offer valuable insight into the evolution of a field. Since 1996, the Journal of Deaf Studies and Deaf Education (JDSDE) has been a central journal in the field, demonstrating notable scholarly impact. This study aims to contribute to the understanding of Deaf Education and Deaf Studies by systematically examining 961 full articles published in JDSDE over 30 years from a critical perspective. Articles were analyzed with respect to research topics, methods, and collaboration patterns. Eighteen topics were identified within educational, developmental, linguistic, and cultural categories. Literacy, language development, cognitive and social-emotional development, early intervention, and Deaf identity/culture accounted for 67.7% of the topics. Quantitative research dominated (78.8%). Interdisciplinary collaboration was satisfactory (60%). Findings indicate opportunities for greater representation of cultural topics, inclusion, early intervention, Deaf people with disabilities, and qualitative, single-case, action, mixed-methods research, and international collaboration. Future systematic analysis of all scholarly journals is anticipated to offer a more comprehensive and integrated view of Deaf Studies and Deaf Education.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148649520","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

Students with cochlear implants' experiences of built, sound, and social school environments. 植入人工耳蜗的学生对建筑、声音和社会学校环境的体验。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-31 DOI: 10.1093/jdsade/enag047

Claudia A Libbi, Adva Eichengreen, Josine Buiskool, André Götze, Karolin Schäfer, Hendrik Christiaan Stronks, Johan H M Frijns, Carolien Rieffe

{"title":"Students with cochlear implants' experiences of built, sound, and social school environments.","authors":"Claudia A Libbi, Adva Eichengreen, Josine Buiskool, André Götze, Karolin Schäfer, Hendrik Christiaan Stronks, Johan H M Frijns, Carolien Rieffe","doi":"10.1093/jdsade/enag047","DOIUrl":"https://doi.org/10.1093/jdsade/enag047","url":null,"abstract":"Deaf and hard-of-hearing (DHH) students with cochlear implants (CIs) are increasingly attending mainstream schools but often encounter social barriers with peers. This study explores how environmental factors and individual adaptation strategies shape these social experiences, interviewing 13 CI users (aged 17-27) who attended mainstream education. Thematic content analysis revealed four themes and 12 sub-themes around social barriers: difficulties socializing, sound and built environment barriers, social environment barriers, and adaptive strategies. Findings show participants developed many effective internal and external adaptations to manage barriers, yet often at the cost of their comfort, energy, or social safety, thus requiring additional strategies to maintain balance. This highlights social and emotional aspects of inclusion and asymmetric distributions of responsibility. Findings also highlighted school design choices and cultural/social practices that could shape the cost of adapting, underscoring the need for structural changes in educational environments that facilitate more equitable social access for DHH students.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148649494","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

Cross-modal transfer in Thai deaf students' narratives. 泰国聋人学生叙事中的跨模态迁移。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-29 DOI: 10.1093/jdsade/enag046

Kunlaya Sai-Ngam, Sarawut Kraisame

引用次数: 0

Burnout as mediator between job demands and mental health in interpreters. 职业倦怠在口译员工作需求与心理健康之间的中介作用。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-28 DOI: 10.1093/jdsade/enag039

Ma Regina L de Gracia, Marshall N Valencia, Maria Veronica T Perez, John Xandre C Baliza, Tuan Sek Chua

引用次数: 0

Effects of the preventive hypertension self-management education program for deaf and hard of hearing adults: a randomized controlled trial. 预防高血压自我管理教育计划对聋人和重听成人的影响：一项随机对照试验。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-27 DOI: 10.1093/jdsade/enag042

Yujin Park, Yeo Wool Kim, Gi Won Choi, Ha Na Jeong, Hee Jung Kim, Sun Ju Chang

{"title":"Effects of the preventive hypertension self-management education program for deaf and hard of hearing adults: a randomized controlled trial.","authors":"Yujin Park, Yeo Wool Kim, Gi Won Choi, Ha Na Jeong, Hee Jung Kim, Sun Ju Chang","doi":"10.1093/jdsade/enag042","DOIUrl":"https://doi.org/10.1093/jdsade/enag042","url":null,"abstract":"Deaf and hard of hearing (DHH) individuals often experience limited access to health information due to communication barriers, increasing their risk for hypertension. This randomized controlled trial evaluated PRE-H-SMILE (PREventive Hypertension Self-Management Intervention using sign LanguagE), an 8-week, sign language-based program for DHH adults without prior hypertension. It was hypothesized that the intervention group would exhibit higher levels of health-promoting behaviors and show a trend toward blood pressure reduction compared with the control group. The program included weekly sign language educational videos and two in-person sessions. A total of 37 participants completed the study (intervention = 20, control = 17). Total health-promoting behavior scores increased significantly in the intervention group (χ2 = 5.530, p = .019), and sedentary time decreased significantly (F = 4.766, p = .039). No significant changes were observed in blood pressure. Findings suggest that PRE-H-SMILE can effectively support healthier behaviors among DHH adults.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148608661","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