Journal of Deaf Studies and Deaf Education最新文献_第6页

Communicating with deaf and hard of hearing individuals in urgent care. 在紧急护理中与聋人或重听人士沟通。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-23 DOI: 10.1093/jdsade/enag043

Kevin Foster, Jennifer Barrows, Ayman Tailakh

{"title":"Communicating with deaf and hard of hearing individuals in urgent care.","authors":"Kevin Foster, Jennifer Barrows, Ayman Tailakh","doi":"10.1093/jdsade/enag043","DOIUrl":"https://doi.org/10.1093/jdsade/enag043","url":null,"abstract":"Deaf and hard-of-hearing (DHH) individuals continue to experience inequitable access to healthcare despite federal mandates ensuring communication accessibility. Communication barriers between healthcare providers and DHH patients contribute to misunderstandings, undermining quality of care and increasing risk of adverse health outcomes. In the urgent care setting, where time-sensitive decision-making is critical, limited access to communication aids and services such as qualified sign language interpreters can further exacerbate disparities. Emerging technologies such as video remote interpreting (VRI) can bridge communication gaps. This project evaluated communication disparities between DHH individuals and healthcare providers in the urgent care setting and examined the impact of an intervention designed to improve provider awareness, communication practices, and adoption of VRI. It included a standard operations protocol, provider self-assessment, educational video, and pre/post-surveys. Findings indicated increased provider engagement in discussing language barriers and greater willingness to address communication inequities affecting DHH patients. These results suggest that combing provider education with communication protocols and VRI technology may improve equitable care delivery in urgent care settings.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580670","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

Moving beyond placement: a comparison of special and mainstream school inclusiveness for deaf and hard-of-hearing students. 超越安置：聋哑和听障学生的特殊学校和主流学校包容性的比较。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-20 DOI: 10.1093/jdsade/enag041

Hatice Yıldırım, Ahmet Kuşçuoğlu

{"title":"Moving beyond placement: a comparison of special and mainstream school inclusiveness for deaf and hard-of-hearing students.","authors":"Hatice Yıldırım, Ahmet Kuşçuoğlu","doi":"10.1093/jdsade/enag041","DOIUrl":"https://doi.org/10.1093/jdsade/enag041","url":null,"abstract":"Debates in the education of deaf and hard-of-hearing (DHH) students have shifted from questions of placement in mainstream or special schools toward achieving meaningful inclusion that supports holistic development. However, inclusion is often viewed as a unified concept, with limited attention to how its emotional, social, and academic dimensions interact with contextual factors such as student factors, family factors, and school setting. Guided by Bronfenbrenner's bioecological theory, this study examined the relationships between these factors and perceptions of inclusion in both mainstream and special settings. Data were collected from parents of 313 DHH students in Türkiye using a demographic form and the Inclusion Perception Questionnaire. Analyses indicated that, in mainstream schools, perceived inclusion was associated with student factors, such as age and degree of hearing loss, and family factors, including income, parental education, and household size. In special schools, family factors were not significantly associated with perceived inclusion, whereas student factors, particularly degree of hearing loss and additional needs, showed stronger associations. Results highlight the ecological dynamics shaping inclusion across educational contexts.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148537368","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

Examining signed language challenges of early- and late-exposed deaf children. 研究早期和晚期失聪儿童的手语挑战。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf083

David Quinto-Pozos, James P McCann, Maya Athreya, Lauren Kelley Tuppen, Cara Barnett, Veronica Rosenthal, Julie Stewart

{"title":"Examining signed language challenges of early- and late-exposed deaf children.","authors":"David Quinto-Pozos, James P McCann, Maya Athreya, Lauren Kelley Tuppen, Cara Barnett, Veronica Rosenthal, Julie Stewart","doi":"10.1093/jdsade/enaf083","DOIUrl":"10.1093/jdsade/enaf083","url":null,"abstract":"Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with aspects of comprehension or production, and their communication with other signers is hindered. An online survey was used to gather estimates from professionals who work with signing DHH children about aspects of signed language comprehension and production that tend to be challenging for DHH children who are exposed to a signed language early and regularly throughout childhood (early/regular group) and DHH children who do not have early and regular exposure to a signed language (delayed/limited group). Estimates from 55 professionals revealed differences in the prevalence of language challenges across groups, with children in the delayed/limited exposure group reported to experience significantly more challenges than the early/regular exposure group, across all features of language examined. Focused analyses of specific features reveal that some aspects of language are more difficult than others.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"397-412"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145985840","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

Children deaf or hard of hearing living in a French-minority: parents' reflections on services and experiences. 生活在法国少数民族的失聪或听力障碍儿童：父母对服务和经历的反思。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enag001

Flora Nassrallah, Elizabeth M Fitzpatrick, Jordyn Goldstein, Sandrine Toudjui, Chantal Lessard

{"title":"Children deaf or hard of hearing living in a French-minority: parents' reflections on services and experiences.","authors":"Flora Nassrallah, Elizabeth M Fitzpatrick, Jordyn Goldstein, Sandrine Toudjui, Chantal Lessard","doi":"10.1093/jdsade/enag001","DOIUrl":"10.1093/jdsade/enag001","url":null,"abstract":"Hearing can shape a child's developmental experiences; how they communicate, learn, interact, and engage with the world. Among the 1 million Francophones who live in a minority situation in Canada, an estimated 600 to 700 are deaf or hard of hearing (DHH). Canadians living in a minority situation often face barriers accessing certain services. For DHH children, the linguistic environment is particularly important. However, it is unclear whether raising a DHH child in a linguistic minority presents additional challenges. The goal of this pan-Canadian research project was to gain an understanding of the perspectives of parents of DHH children living in a Francophone-minority community on factors that have contributed positively or negatively to the development of their child. Using a qualitative approach, interviews were conducted with 14 parents across Canada. Thematic analyses of these interviews resulted in four key themes: the importance of the French language for these families, the lack of services in French, the lack of resources in general and in French, and the elements that contribute positively to the development of this population of children. Findings from this study reinforce the importance of providing access to French services in minority settings for these families.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"413-421"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146067586","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

Dialogue matters. Exploring Deaf people's research experiences in Poland. 对话很重要。探索波兰聋人的研究经历。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enag006

Tomasz Krawczyk, Jan Piasecki, Rafał Bołdys, Barbara Butkiewicz, Judyta Koper, Bogusława Kwoka, Franciszek Kwoka, Karolina Rzadek, Marcin Waligora

{"title":"Dialogue matters. Exploring Deaf people's research experiences in Poland.","authors":"Tomasz Krawczyk, Jan Piasecki, Rafał Bołdys, Barbara Butkiewicz, Judyta Koper, Bogusława Kwoka, Franciszek Kwoka, Karolina Rzadek, Marcin Waligora","doi":"10.1093/jdsade/enag006","DOIUrl":"10.1093/jdsade/enag006","url":null,"abstract":"The meaningful engagement of Deaf people in research poses ethical challenges, yet Deaf people are systematically underrepresented in discussions on ethical research conduct. Our study explores experiences and opinions of Polish Deaf people about research through a bilingual open-ended online survey. We gathered 52 responses and analysed them in collaboration with a Deaf advisory group using an experiential approach to reflexive thematic analysis. We developed six themes, reflecting the challenges, needs and aspirations of Deaf people, embraced under one overarching theme: Dialogue matters. Our study highlights social and epistemic inequalities faced by Deaf people in research, as well as the need for greater accessibility and trust. We discuss how the Polish context both reflects and differs from the experiences of Deaf people from other countries. The findings may inform evidence-based recommendations for scientific cooperation between Deaf and hearing people.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"460-470"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13343195/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147277375","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

Nursing perceptions toward Deaf and DeafBlind individuals: a cross-sectional study. 对聋哑人和聋盲人的护理认知：一项横断面研究。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf086

Lorena Šebrek, Marijana Neuberg, Tomislav Meštrović

{"title":"Nursing perceptions toward Deaf and DeafBlind individuals: a cross-sectional study.","authors":"Lorena Šebrek, Marijana Neuberg, Tomislav Meštrović","doi":"10.1093/jdsade/enaf086","DOIUrl":"10.1093/jdsade/enaf086","url":null,"abstract":"Communication is a significant barrier for persons who are Deaf and persons who are DeafBlind when accessing healthcare services. Most healthcare professionals are unfamiliar with sign language, which complicates the provision of holistic care. This cross-sectional study aimed to assess differences between employed nursing professionals and nursing students in three areas: motivation to learn Croatian Sign Language, knowledge about persons who are Deaf and persons who are DeafBlind, and opinions toward them. In both questionnaires, the same questions were asked for direct comparison between the examined groups. Nursing students showed statistically significantly more positive opinions compared to employed nursing professionals (p < .001), with first-year Master's nursing students scoring the highest (p = .019). Additionally, nursing students showed greater motivation to learn sign language (p = .015). These results are consistent with other studies showing similar trends, reporting low sign language knowledge and negative emotions when working with patients who are Deaf and patients who are DeafBlind, and highlight the need to integrate sign language training and communication skills into nursing education. Findings should be interpreted considering the convenience sample from one Croatian region and the use of non-parametric analyses.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"482-494"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012696","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

Where are we in family-centered intervention? Parental experiences of DHH children. 我们在以家庭为中心的干预方面进展如何？DHH儿童的父母经历。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf081

Murat Doğan, Mahire Kılıç, Ramazan Bekar

{"title":"Where are we in family-centered intervention? Parental experiences of DHH children.","authors":"Murat Doğan, Mahire Kılıç, Ramazan Bekar","doi":"10.1093/jdsade/enaf081","DOIUrl":"10.1093/jdsade/enaf081","url":null,"abstract":"There are global initiatives aimed at improving the quality of Family-Centered Early Education (FCEE) for deaf and hard-of-hearing (DHH) children and their parents. This study aims to examine the FCEE practices provided to parents of DHH children aged 0-3 in Türkiye based on parental experiences. Employing a sequential explanatory mixed methods design, data were collected from 268 parents in the quantitative phase and 10 in the qualitative phase through the FCEE-DHH Survey, semi-structured interviews, and information form. Descriptive analyses were conducted, with qualitative findings elaborating on the quantitative results. Findings were categorized into four dimensions: information, guidance, intervention, and assessment. Results indicated that parents primarily relied on internet sources and peer networks to address informational needs. For guidance, limited access to psycho-social support and a lack of attention to parents' emotional needs were reported. Intervention practices were predominantly child-centered with minimal parental involvement. The absence of a systematic assessment led to unrealistic expectations regarding children's development. These results underscore the need for comprehensive, interdisciplinary FCEE programs in Türkiye supported by legal frameworks and integrated service policies.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"495-509"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13343197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145866019","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

Women's way of leading-deaf led and community rooted. 女性的领导方式——聋人主导和社区扎根。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf080

Regan Thibodeau

引用次数: 0

Dyadic analysis of parenting stress in parents of deaf children. 聋儿父母养育压力的二元分析。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enag007

Amélie Marie, Damien Fernandez, Laetitia Clabaut, Marjolaine Corbeil, Simon Boussion, Catherine Vincent-Delorme, Barbara Le Driant

{"title":"Dyadic analysis of parenting stress in parents of deaf children.","authors":"Amélie Marie, Damien Fernandez, Laetitia Clabaut, Marjolaine Corbeil, Simon Boussion, Catherine Vincent-Delorme, Barbara Le Driant","doi":"10.1093/jdsade/enag007","DOIUrl":"10.1093/jdsade/enag007","url":null,"abstract":"Hearing parents of deaf children may face parenting stress related to the multiple challenges associated with deafness. Several factors may contribute to the level of stress they encounter. This study examined the dyadic relationships between fathers' and mothers' parenting stress and potential associated factors. Twenty-one French parental couples of deaf children completed questionnaires assessing parenting stress, parental involvement, parental self-efficacy, and social support needs. The results revealed significant associations between parenting stress and the three measured factors-parental involvement, parental self-efficacy, and social support needs-for both fathers and mothers. These 3 factors were also found to be interrelated. While overall patterns were similar between mothers and fathers, certain differences emerged within specific subdomains. Dyadic analyses further showed cross-parent effects; for instance, lower paternal involvement was associated with higher maternal parenting stress. These findings underscore the importance of including both parents in parenting research and highlight the value of dyadic analysis. Such an approach supports the development of early interventions that are both universal and tailored to the needs of each family.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"528-538"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147367027","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

The complexity in deaf and hard-of-hearing multilingual learner education. 聋人和听障人士多语学习者教育的复杂性。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf084

Sara Andersson, Iris-Corinna Schwarz

{"title":"The complexity in deaf and hard-of-hearing multilingual learner education.","authors":"Sara Andersson, Iris-Corinna Schwarz","doi":"10.1093/jdsade/enaf084","DOIUrl":"10.1093/jdsade/enaf084","url":null,"abstract":"Deaf and hard-of-hearing Multilingual Learners (DMLs) are Deaf and hard-of-hearing students who are either born outside of the country they currently receive schooling in or have both parents born outside of that country, using a language other than the national spoken language at home. This group is growing in numbers and contributes significantly to the increasing linguistic and cultural diversity in Deaf education. This systematic review synthesizes findings from 17 peer-reviewed empirical studies, identifying four educational levels relevant to DMLs: context, organization, educators, and student. Parents are key agents across all levels. While DML education generally aligns with that of other deaf and hard-of-hearing students, educators attest to difficulties teaching DMLs due to a lack of adequate assessments, strategies, and materials, adapted to DMLs' specific needs. Educators and parents highlight difficulties in establishing effective home-school collaboration, despite its recognized importance for academic success. DMLs value all their languages equally but especially emphasize the national sign language for learning. Parents are an underused resource. This review underlines the pressing need for empirical research on effective teaching strategies and materials for DMLs, improved internal and external school collaboration strategies, and a deeper understanding of DMLs' experience.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"383-396"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13343200/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145985822","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