Journal of Deaf Studies and Deaf Education最新文献_第7页

Critical mass and positioning in mainstream deaf education. 主流聋人教育的临界质量与定位。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf085

Lisa M Prinzi

引用次数: 0

The voice within: an online ethnography on the experiences of Deaf students in a public high school in the Philippines during the COVID-19 pandemic. 内心的声音：关于菲律宾一所公立高中聋哑学生在COVID-19大流行期间经历的在线民族志。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf074

Mark Kevin Prieto Reginio

{"title":"The voice within: an online ethnography on the experiences of Deaf students in a public high school in the Philippines during the COVID-19 pandemic.","authors":"Mark Kevin Prieto Reginio","doi":"10.1093/jdsade/enaf074","DOIUrl":"10.1093/jdsade/enaf074","url":null,"abstract":"This online ethnography narrates the learning experiences of Deaf students in a public high school in Quezon City, Philippines, and the institutional factors that affected the learning processes and deliveries for Deaf students during the COVID-19 pandemic. Deaf students encountered various difficulties during the 2 years of online learning: (a) intermittent internet connection, (b) hearing-centric class discussions, (c) failure of teachers and parents to accommodate Deaf students' needs, (d) discriminatory acts against Deaf students, and (e) the inferior societal regard for Deaf individuals and their community. Guided by the principles of critical ethnography and utilizing online ethnography, this study affirmed that the Filipino Deaf community remains a linguistic minority and marginalized community. However, while societal processes are mostly dominated by hearing communities' ideologies, the visual meaning-making-the process of encoding and decoding signs visually-and the unique assemblage of Deaf students' community are ever present and visible despite the physical separation brought about by the pandemic.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"422-434"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13343193/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565343","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

Avoiding unintended consequences: science of reading policies may harm deaf children. 避免意外后果：阅读政策的科学可能伤害失聪儿童。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enag004

Tory Sampson, Amelia Becker, Erin E Campbell, Jennie Pyers, Wyatte C Hall, Zed Sevcikova Sehyr, Todd Czubek, Kristin DiPerri, Jon Henner, Karen Emmorey, Jennifer Petrich, Christina L Dobbs, Amy Lieberman, Marie Coppola, Clifton Langdon, Elana Pontecorvo, Paris Gappmayr, Anna Lim, Michael Higgins, Donna Jo Napoli, Nathan E Harrison, Rachel Benedict, Leala Holcomb, Franklin Jones Jr Ma, Andrew Bottoms, Emily Glenn-Smith Ma, Diane M Clark, Rachael Gabriel, Laura Jiménez PhD, Natalie Delgado, Naomi Caselli

{"title":"Avoiding unintended consequences: science of reading policies may harm deaf children.","authors":"Tory Sampson, Amelia Becker, Erin E Campbell, Jennie Pyers, Wyatte C Hall, Zed Sevcikova Sehyr, Todd Czubek, Kristin DiPerri, Jon Henner, Karen Emmorey, Jennifer Petrich, Christina L Dobbs, Amy Lieberman, Marie Coppola, Clifton Langdon, Elana Pontecorvo, Paris Gappmayr, Anna Lim, Michael Higgins, Donna Jo Napoli, Nathan E Harrison, Rachel Benedict, Leala Holcomb, Franklin Jones Jr Ma, Andrew Bottoms, Emily Glenn-Smith Ma, Diane M Clark, Rachael Gabriel, Laura Jiménez PhD, Natalie Delgado, Naomi Caselli","doi":"10.1093/jdsade/enag004","DOIUrl":"10.1093/jdsade/enag004","url":null,"abstract":"Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf children. First, skilled reading does not always rely on phonology. Evidence shows that deaf readers can read effectively without using spoken language phonology and that phonological processing can be unrelated to reading skill in this group. Second, a fundamental issue in deaf education is prioritizing speech and hearing over language development, academics, cognition, and socio-emotional well-being. This unhealthy imbalance persists despite the mounting evidence that we cannot ensure deaf children acquire spoken language. Policies mandating speech-based reading instruction for all children overlook how deaf readers develop literacy, and reinforce the overemphasis on speech, which creates the conditions for language deprivation. We caution against a one-size-fits-all approach to reading instruction and emphasize the need for differentiated instruction that respects the diverse ways beginning readers, including deaf learners, acquire literacy.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"367-375"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13577649/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229398","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

Reframing language decisions for d/Deaf children through family language policy. 通过家庭语言政策重构聋儿的语言决策。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf075

Kathleen E McMenamin

引用次数: 0

Dyadic synchrony in deaf mothers and hearing infants. 失聪母亲和正常婴儿的二元同步。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enag005

Harriet Bowden-Howl, Rudi Dallos, Laura Goldberg, Evelyne Mercure

引用次数: 0

Stereotype threat effects on deaf and hard-of-hearing college students' mathematics performance. 刻板印象威胁对聋哑大学生数学成绩的影响。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf088

Ronald R Kelly, Peter C Hauser, Gerald P Berent, Susan Rizzo, Jessica Contreras, Jeremy P Jamieson

{"title":"Stereotype threat effects on deaf and hard-of-hearing college students' mathematics performance.","authors":"Ronald R Kelly, Peter C Hauser, Gerald P Berent, Susan Rizzo, Jessica Contreras, Jeremy P Jamieson","doi":"10.1093/jdsade/enaf088","DOIUrl":"10.1093/jdsade/enaf088","url":null,"abstract":"This study examined whether stereotype threat degrades deaf and hard-of-hearing (DHH) college students' math performance. The DHH participants self-assigned their social identity as \"deaf\" or \"hard of hearing\" irrespective of audiological assessment. Social identity is central to experiencing stereotype threat and being deaf or hard of hearing may activate negative biases which trigger a stereotype threat that impacts test performance. A sample of college students (216 deaf, 128 hard of hearing, 152 hearing) were randomly assigned to either a stereotype threat or no-threat test condition and tested on arithmetic, modular arithmetic, and quantitative Graduate Record Examination-type math problems. The deaf and hard-of-hearing participants tested under the stereotype threat condition underperformed compared to those under the no-threat condition. Further exploratory analyses demonstrated that female participants underperformed male participants and African American/Black DHH participants underperformed White DHH participants. This double-threat jeopardy finding of multiple marginalized identities is consistent with the minority stress model. Overall, results are consistent with previous research in which a social identity is linked to a negative stereotype and both the stereotype and linked identity impact performance. This study demonstrated that deaf and hard of hearing are social constructs, and the results provide empirical support for the social model of disability.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"435-448"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13343188/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146067624","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

Why learn sign language? Medical influence on hearing parents decisions. 为什么要学习手语？医学对听取父母决定的影响。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf073

Catalina Sánchez Herrera, María Rosa Lissi, Marcela Aracena Álvarez

{"title":"Why learn sign language? Medical influence on hearing parents decisions.","authors":"Catalina Sánchez Herrera, María Rosa Lissi, Marcela Aracena Álvarez","doi":"10.1093/jdsade/enaf073","DOIUrl":"10.1093/jdsade/enaf073","url":null,"abstract":"Early access to sign language is considered fundamental for the development of deaf children; however, around 90% of them are born in hearing families who do not know this language. As a result, early language development of deaf children can be profoundly affected by their lack of exposure to an accessible language. This study sought to examine how hearing parents of deaf children relate to sign language and the process of learning it. A descriptive, analytical, and relational study was conducted, following a qualitative approach based on Grounded Theory. Interviews to 13 parents of two schools for deaf children in Chile were transcribed and analyzed, using open and axial codification strategies. Emerging codes were grouped into four main categories: parents' experiences related to medical diagnosis, school experiences, sign language learning, and communication. Diagnosis is described as a moment of emotional shock, in which parents are faced with a medical approach toward deafness that excludes sign language. The school for the deaf is fundamental in sign language learning, and parents reach different levels of competency in it. We suggest incorporating a social approach to deafness upon diagnosis and providing interdisciplinary support for parents so they may learn about the Deaf community and begin learning sign language sooner.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"510-520"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565439","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

Bridging gaps in deaf epistemology: exploring deaf narratives and perspectives. 弥合聋人认识论的差距：探索聋人的叙述和观点。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf077

Cristophorus Subandi Budidharma

{"title":"Bridging gaps in deaf epistemology: exploring deaf narratives and perspectives.","authors":"Cristophorus Subandi Budidharma","doi":"10.1093/jdsade/enaf077","DOIUrl":"10.1093/jdsade/enaf077","url":null,"abstract":"Deaf epistemology, which focuses on the unique ways deaf individuals navigate and experience the auditory world, has become a critical area of study in recent years, particularly in the U.S. This literature review explores key themes in deaf U.S. epistemology, focusing on the comparison between traditional (hearing-centered) epistemology and deaf epistemology, as well as the influences of identity, culture, and sign language. Findings reveal that deaf epistemology in the U.S. is deeply shaped by identity, cultural pride, Deafhood, and the recognition of American Sign Language and situated homecoming, raising questions about how deaf experiences contribute to knowledge. These findings suggest that it may be useful to explore the concept of deaf epistemology in countries such as Indonesia, where historical context, Indonesian Sign Language (Bisindo), identity, and culture have developed under different social and political conditions. This review seeks to use the U.S. deaf epistemology framework to investigate how a distinct deaf Indonesian epistemology might emerge, given the challenges of language suppression, limited educational access, and the struggle for recognition of Bisindo. This work contributes to ongoing advocacy for the recognition of Bisindo and deaf culture in Indonesia, providing a foundation for future research on how deaf Indonesians construct knowledge in their own cultural context.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"376-382"},"PeriodicalIF":2.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641347","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

Exploring sign language, social connectedness, and life satisfaction of deaf adults. 探讨聋人成人的手语、社会联系和生活满意度。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-07 DOI: 10.1093/jdsade/enaf087

Angela Radford, Simon Bignell, Alex B Barker, Ian S Hamilton

引用次数: 0

Deaf liminality: a reckoning of DEAF-SAME. 聋人阈限：对聋人相同的一种推算。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-03 DOI: 10.1093/jdsade/enag040

Anna Lim

引用次数: 0