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Journal of Deaf Studies and Deaf Education最新文献

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Program evaluation of a multiparty communication intervention supporting people with congenital deafblindness. 先天性聋盲患者多方沟通干预方案评价。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-03 DOI: 10.1093/jdsade/enag038
Mijkje Worm, Saskia Damen, Marleen J Janssen, Alexander Minnaert
{"title":"Program evaluation of a multiparty communication intervention supporting people with congenital deafblindness.","authors":"Mijkje Worm, Saskia Damen, Marleen J Janssen, Alexander Minnaert","doi":"10.1093/jdsade/enag038","DOIUrl":"https://doi.org/10.1093/jdsade/enag038","url":null,"abstract":"<p><p>Multiparty communication is not commonly used by people with congenital deafblindness. This study evaluates the feasibility and effectiveness of Get Together, an intervention that supports communication partners in fostering multiparty communication with people with congenital deafblindness. Get Together was used to train four communication partners of individuals with congenital deafblindness. The methods used to assess the program evaluation were questionnaires, a semi-structured interview, and video analysis. The results indicate that communication partners succeeded in having multiparty communication with people with congenital deafblindness. They expressed positive feelings about the relevance, feasibility, and effectiveness of the intervention. Get Together has increased confidence in their ability to have multiparty communication with people with congenital deafblindness. Recommendations for implementation included organizing multiparty sessions of different lengths, training more communication partners, and involving other individuals with congenital deafblindness. A subsequent study is planned to examine the intervention's effects on social and communicative exchanges.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377322","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
Teacher reports of ASL literacy instruction in deaf education. 聋人教育中美国手语读写教学的教师报告。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf060
Leala Holcomb, Adele Ann Eberwein
{"title":"Teacher reports of ASL literacy instruction in deaf education.","authors":"Leala Holcomb, Adele Ann Eberwein","doi":"10.1093/jdsade/enaf060","DOIUrl":"10.1093/jdsade/enaf060","url":null,"abstract":"<p><p>The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, genre instruction, and teacher preparation. Findings indicate that while ASL literacy instruction is recognized as an important component of bilingual education, it lacks formalized curricula, sufficient instructional time, and structured instructional approaches. These findings suggest a need for increased research, professional development, and institutional support to enhance ASL literacy instruction in deaf education.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"224-237"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145240066","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
Positioning and autonomy in mainstream classrooms. 主流课堂的定位与自主性。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf069
Lisa M Prinzi
{"title":"Positioning and autonomy in mainstream classrooms.","authors":"Lisa M Prinzi","doi":"10.1093/jdsade/enaf069","DOIUrl":"10.1093/jdsade/enaf069","url":null,"abstract":"<p><p>This family and practitioner brief addresses the role of interpreters and deaf students' autonomy in mainstream classrooms. It explores deaf individuals' and interpreters' perspectives on the interpreters' role, approaches to working together, and students' autonomy, which were taken from individual and group interviews. The brief will conclude by sharing strategies for supporting student autonomy and enhancing communication and collaboration between deaf students, interpreters, and educational team members.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"360-361"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514915","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
Experiences of loneliness among older deaf adults who use sign language. 使用手语的老年聋人孤独感的体验。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf070
Anu H Jansson, Maria Kursi, Kaisu H Pitkälä, Timo Strandberg, Laura Rautiainen, Tarja Ylimaa
{"title":"Experiences of loneliness among older deaf adults who use sign language.","authors":"Anu H Jansson, Maria Kursi, Kaisu H Pitkälä, Timo Strandberg, Laura Rautiainen, Tarja Ylimaa","doi":"10.1093/jdsade/enaf070","DOIUrl":"10.1093/jdsade/enaf070","url":null,"abstract":"<p><p>Loneliness is recognized worldwide as a risk to well-being and health. It emerges from the discrepancy between our expectations of social relationships and the reality. However, very little is known about the experiences of loneliness among older deaf adults. The aim of the study was to describe the experiences and expressions of loneliness among 12 older deaf adults who use sign language. We interviewed them, and the interview transcripts were analyzed inductively. Loneliness manifested itself in a variety of ways in the narratives, facial expressions, postures, movements, gestures, and the very individual-specific signing of the respondents. The narratives illustrated the loneliness they experienced and how they coped with it. To our knowledge, this is one of the first studies on loneliness among older deaf adults who use sign language. It should be acknowledged: Discovering and understanding this hidden phenomenon is the key to alleviating it. Future studies should explore tailored interventions and inclusive communication strategies to alleviate loneliness. Involving older deaf adults who use sign language in cocreating solutions will be essential.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"335-344"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13324732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145542980","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
Fingerspelling as a pathway to deaf children's reading: a scoping review. 手指拼写作为聋儿阅读的途径：范围审查。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf065
Krister Schönström, Ingela Holmström
{"title":"Fingerspelling as a pathway to deaf children's reading: a scoping review.","authors":"Krister Schönström, Ingela Holmström","doi":"10.1093/jdsade/enaf065","DOIUrl":"10.1093/jdsade/enaf065","url":null,"abstract":"<p><p>The role of fingerspelling or manual alphabet for reading among deaf and hard-of-hearing individuals has been of great interest in research. What can decades of research on fingerspelling and reading among deaf individuals tell us about how fingerspelling aids deaf children's reading development? This scoping review was, therefore, undertaken to explore: (a) What is the relationship between fingerspelling and reading?, (b) In what ways do fingerspelling abilities promote reading skills?, and (c) What is known about using fingerspelling to teach reading? We identified 26 studies that were screened and summarized according to publication characteristics. The content and methods of these studies were briefly described. The results revealed a larger proportion of quantitative methods and ASL/English settings. A discussion and implications for future research are provided.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"173-188"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13324735/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145423265","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
A first description of Auslan handshapes used by young children. 幼童手型的第一个描述。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf068
Erin West, Shani Dettman
{"title":"A first description of Auslan handshapes used by young children.","authors":"Erin West, Shani Dettman","doi":"10.1093/jdsade/enaf068","DOIUrl":"10.1093/jdsade/enaf068","url":null,"abstract":"<p><p>To provide a first description of Australian Sign Language (Auslan) handshapes, the signed productions of 44 children aged 3.0-6.8 years were documented using a new approach, the \"Handshape Analysis Recording Tool\" (HART) across a 2-year period. This yielded a corpus of 3,166 signs and 3,849 individual handshape tokens. The frequency, accuracy, and relative impact on communication were calculated for each handshape. The overall Auslan handshape accuracy was 90.5%. The most frequent Auslan handshapes were B, 1, S, 5, and Bent 5, and these were produced with 89%-94% accuracy. This level of handshape accuracy was high compared to past reports for American Sign Language (ASL) and British Sign Language (BSL). The most frequent and accurate Auslan handshapes only partially overlapped with previous ASL and BSL research, suggesting that early handshape repertoires may be specific to particular sign languages.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"203-212"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13324728/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145543007","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
Deaf children's early sign language access: a guiding values brief. 聋儿早期手语使用：指导价值简介。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enag002
Elaine Gale, Amber J Martin
{"title":"Deaf children's early sign language access: a guiding values brief.","authors":"Elaine Gale, Amber J Martin","doi":"10.1093/jdsade/enag002","DOIUrl":"10.1093/jdsade/enag002","url":null,"abstract":"<p><p>We propose five guiding values for early sign language access as guidelines for change in the design and practice of early intervention and education of Deaf children. Applying these guiding values will facilitate language-rich environments and reduce the harms associated with language deprivation experienced by many Deaf children. These guiding values are distinct yet interconnected and are applicable for professionals and families alike.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"362-363"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13679383/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146067539","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
A call to action: more parent-child interaction research within daily routines! 行动呼吁：日常生活中多做亲子互动研究！
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf057
Martina Curtin, Evelien Dirks, Amy Szarkowski
{"title":"A call to action: more parent-child interaction research within daily routines!","authors":"Martina Curtin, Evelien Dirks, Amy Szarkowski","doi":"10.1093/jdsade/enaf057","DOIUrl":"10.1093/jdsade/enaf057","url":null,"abstract":"<p><p>Parent-child interaction (PCI) is known to be a suportive predictor of child developmental outcomes. PCI is a 2-way, connected exchange where, particularly in infancy, the child is the agent of the interaction, initiating with eye gaze, action, emotion, and/or language, and the parent adapts their communication and interactional style in order to attune to and respond to their child. The research objectives of this study were informed by a group of hearing parents of deaf and hard-of-hearing (DHH) children. Whereas much of the literature examining PCI involves observations of parents/caregivers interacting with their children during play or book reading, these parents noted that PCI happens throughout the day; therefore, guidance and support to promote PCI during daily routines (i.e., repeated routines in care, hygiene, and nutrition) would also be useful. A systematic review aimed to identify and synthesize all academic papers assessing PCI with DHH children aged 0-3 within daily routine activities at home (i.e., activities outside of play or book reading). Severely limited results led to a 4-point Call to Action for researchers in the field: (1) examine PCI in daily routines; (2) capture PCI using video; (3) recruit diverse participant groups; and (4) report explicitly.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"189-202"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13324741/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145769495","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
Reading comprehension and mental subtraction in deaf and hard of hearing children: the moderating role of grade level. 聋儿和重听儿童阅读理解和心理减法：年级水平的调节作用。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf078
Lilan Chen
{"title":"Reading comprehension and mental subtraction in deaf and hard of hearing children: the moderating role of grade level.","authors":"Lilan Chen","doi":"10.1093/jdsade/enaf078","DOIUrl":"10.1093/jdsade/enaf078","url":null,"abstract":"<p><p>Prior studies have documented an association between reading comprehension and arithmetical skills. However, the underlying processes that might moderate these associations, particularly while accounting for general cognitive abilities, remain unclear. This study investigated whether grade level moderated the relationship between reading comprehension and mental subtraction in deaf and hard of hearing (DHH) children, after controlling for intelligence. A sample of 257 DHH children from Grades 3 to 9 in China completed measures of reading comprehension, single-digit subtraction, double-digit subtraction, and a test of non-verbal intelligence. Results indicated that after controlling for intelligence, the direct effect of reading comprehension on subtraction performance was not significant. However, moderation analyses using the PROCESS macro revealed that grade level significantly moderated this relationship for both single-digit and double-digit subtraction. Simple slope analyses showed that for children in higher grades, reading comprehension was a strong and significant predictor of subtraction performance. In contrast, for children in lower grades, the association was significantly weaker for single-digit subtraction and non-existent for double-digit subtraction. These findings highlight grade level as a critical developmental moderator, suggesting that the role of reading comprehension in arithmetic emerges and strengthens in later school years among DHH children.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"251-261"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145949374","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
Experiences who are d/Deaf and queer individuals: a systematic review and meta-synthesis. 聋人与酷儿的经历：系统回顾与综合。
IF 2.2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf067
Kiara Murphy, Sophie C Dahlenburg
{"title":"Experiences who are d/Deaf and queer individuals: a systematic review and meta-synthesis.","authors":"Kiara Murphy, Sophie C Dahlenburg","doi":"10.1093/jdsade/enaf067","DOIUrl":"10.1093/jdsade/enaf067","url":null,"abstract":"<p><p>The current systematic review and meta-synthesis investigated the experiences of Deaf queer people, specifically, how identities in this population shift dynamically in response to their dual marginalization. Data were extracted from 27 qualitative studies, with a sample total of 176 participants. Synthesis was influenced by the Model of Multidimensional Identities to frame resulting categories and themes. Four categories were developed from the data: (1) institutional contributors to identity salience, (2) cultural moderators of institutional neglect, (3) resistance to double exclusion through community, and (4) personal navigation of a contested body. The findings capture a picture of complex discrimination, where identities are largely shaped by society's preconceived prejudices, community, and language access.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"316-334"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13324729/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558071","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
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