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

Talking the talk-or signing the sign: Sharing our data as open access. 说到做到——或者签名：以开放访问的方式共享我们的数据。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf046

Julie A Hochgesang

引用次数: 0

Learning disability identification in residential schools for deaf students. 聋人寄宿学校学习障碍的识别。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf026

Ashley H Gentry, Jon Henner, Kristin Walker, Robert Hoffmeister

引用次数: 0

Decolonizing theory reveals psycholinguistic injustice in the field of speech/language pathology. 非殖民化理论揭示了言语/语言病理学领域的心理语言学不公正。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf023

Marie Adrienne R Manalili

{"title":"Decolonizing theory reveals psycholinguistic injustice in the field of speech/language pathology.","authors":"Marie Adrienne R Manalili","doi":"10.1093/jdsade/enaf023","DOIUrl":"10.1093/jdsade/enaf023","url":null,"abstract":"Subfields of speech/language pathology (S/LP) in the Philippines and around the world are undermined by social notions of normality. Language ideologies of normality undermine developmental language assessment contexts that concern the diagnosis of Developmental Language Disorder relative to developmental language norms. Using my decolonizing theory that is in coalition with Dis/ability Critical Race Studies (DisCrit; Annamma et al., 2013a) and Crip Linguistics (Henner & Robinson, 2023), I reveal how these ideologies facilitate ableist and racist social processes that lead to psycholinguistic injustice. Psycholinguistic injustice can manifest as monolingualism, monomodalism, and oppressive notions of language disorder. Confronting psycholinguistic injustice entails honoring indigenous roots and reclaiming the languaging that was erased by colonization. By confronting psycholinguistic injustice, speech/language pathologists can figure out how to support the legitimacy of multilingual and multimodal languaging development. By resisting psycholinguistic injustice in the field of S/LP, humanizing theories, research, and practices that fundamentally place racial and disability justice can be developed. I conclude with my hopes for what psycholinguistic justice can be.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"SI53-SI66"},"PeriodicalIF":1.7,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051482","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

Updates and current trends in deaf education teacher preparation programs: an update to Dolman (2010). 聋人教育教师预备课程的更新和当前趋势：Dolman（2010）的更新。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf032

Jessica Armytage Scott, Claudia M Pagliaro, Jennifer Renée Kilpatrick, Jon Henner, Janice Smith-Warshaw

{"title":"Updates and current trends in deaf education teacher preparation programs: an update to Dolman (2010).","authors":"Jessica Armytage Scott, Claudia M Pagliaro, Jennifer Renée Kilpatrick, Jon Henner, Janice Smith-Warshaw","doi":"10.1093/jdsade/enaf032","DOIUrl":"10.1093/jdsade/enaf032","url":null,"abstract":"Deaf education teacher preparation programs (TPP) are essential for ensuring that teachers entering the classroom are equipped with the most up-to-date knowledge and skills for providing effective education to deaf and hard of hearing learners. However, research over a decade old already suggested that enrollment, graduation rates, and even numbers of programs has been on the decline even while demand for deaf education teachers remains steady. The purpose of this article was to update our current knowledge in the field of deaf education TPP, including the number of programs still operating, their student enrollment and demographics, their instructor employment, demographics, and areas of expertise. We found that despite a deep need for trained teachers, programs have continued to close since the most recent survey (completed in 2010). We also note a significant demographic mismatch between current faculty leading preparation programs, the pre-service teachers enrolled in these programs, and deaf and hard of hearing students enrolled in PK-12 schooling. These findings indicate the need to push for programs to operate despite relatively small numbers, as well as the need to purposefully recruit diverse faculty and future teachers working in deaf education classrooms.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"SI104-SI115"},"PeriodicalIF":1.7,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144018513","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

Linguistic care work as resistance: crip linguistics and deaf immigrants. 语言关怀工作的阻力：瘸子语言学和聋人移民。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf025

Erin Mellett

{"title":"Linguistic care work as resistance: crip linguistics and deaf immigrants.","authors":"Erin Mellett","doi":"10.1093/jdsade/enaf025","DOIUrl":"10.1093/jdsade/enaf025","url":null,"abstract":"Jon Henner and Octavian Robinson's (Henner, J., & Robinson, O. (2023). Unsettling languages, unruly Bodyminds: A Crip linguistics manifesto. Journal of Critical Study of Communication and Disability, 1, 7-37. https://doi.org/10.48516/jcscd_2023vol1iss1.4) theoretical framework, Crip Linguistics, has deeply influenced and informed my ethnographic research examining the experiences of adult deaf immigrants in the northeast United States. Through approximately 18 months of ethnographic fieldwork involving participant observation in the Deaf Services department of a nonprofit organization and in-depth, semistructured interviews with deaf immigrants, this research began as an investigation of how the intersection of deafness and immigration produces linguistic vulnerabilities. Crip Linguistics has been crucial to my analysis and understanding of deaf immigrant language practices, not as linguistically impoverished as perceived by many, but as varied, flexible, and collaborative. I argue that deaf immigrants' ability to navigate a multitude of languages and language modalities as they move through their daily lives demonstrates an immense degree of linguistic proficiency that is often overlooked, and their engagement in practices of \"linguistic care work\" challenges an ableist and exclusionary U.S. immigration regime.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"SI94-SI103"},"PeriodicalIF":1.7,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12158473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054404","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

How to crip your sign language linguistic theory. 如何削弱你的手语语言理论。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf027

Lynn Hou, Savithry Namboodiripad

引用次数: 0

Tales of a fourth-grade nothingburger: a critical inquiry into deficit-framed research. 一个四年级学生的故事：对赤字框架研究的批判性调查。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf024

Jessica A Scott, Jon Henner, Terynce Butts, Leala Holcomb

{"title":"Tales of a fourth-grade nothingburger: a critical inquiry into deficit-framed research.","authors":"Jessica A Scott, Jon Henner, Terynce Butts, Leala Holcomb","doi":"10.1093/jdsade/enaf024","DOIUrl":"https://doi.org/10.1093/jdsade/enaf024","url":null,"abstract":"Deaf education research has long been preoccupied with the literacy levels of deaf students, particularly related to the idea that the average deaf high schooler graduates reading on the fourth-grade level. This statistic has been a rationale for countless interventions aimed at improving a so-called performance gap between deaf and hearing students. However, this statistic has also caused harm to deaf individuals, as research continues to frame the reading achievement of this population as a deficit in need of remediation. In this article, we performed a qualitative analysis of 14 articles published in the Journal of Deaf Studies and Deaf Education that used research on the fourth-grade reading level statistics as a basis for their work to understand the theoretical frameworks, results, implications for practice, and overall article approach of these works. We found that the majority of these works tended to use a negative, deficit framework for understanding deaf students' reading and made recommendations that maintain a hearing status quo. We close by arguing for research that adopts more revolutionary and evolutionary frameworks that challenge the status quo and support researchers in understanding deaf students' reading development separate from how it compares to hearing students.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"30 SI","pages":"SI26-SI42"},"PeriodicalIF":1.7,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276311","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 development of the deaf childhood experiences scale. 聋人童年经历量表的初步编制。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf029

Wyatte C Hall, Jon Henner, Timothy D V Dye

引用次数: 0

Understanding the context of mental health in deaf populations is important. 了解失聪人群的心理健康状况非常重要。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf031

Wyatte C Hall, Donna L Guardino, Jonathan Henner, Tawny Holmes Hlibok, Caroline M Kobek Pezzarossi, Tom Humphries

引用次数: 0

Unfinished business and testimonies. 未完成的事业和证词。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-06-11 DOI: 10.1093/jdsade/enaf033

Octavian Robinson

引用次数: 0