Journal of Deaf Studies and Deaf Education最新文献_第9页

The evolving role of fathers of young deaf children in Turkey. 土耳其失聪儿童父亲角色的演变。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf066

Fatih Mehmet Acar, Zerrin Turan, Yıldız Uzuner

{"title":"The evolving role of fathers of young deaf children in Turkey.","authors":"Fatih Mehmet Acar, Zerrin Turan, Yıldız Uzuner","doi":"10.1093/jdsade/enaf066","DOIUrl":"10.1093/jdsade/enaf066","url":null,"abstract":"The present study aimed to explore the evolving role of fathers in the lives of young deaf and hard-of-hearing (DHH) children and to construct a theory that explains this role within the Turkish context. The participants were 12 Turkish fathers of young DHH children. Using a constructivist grounded theory approach, theoretical data were collected over seven months through semi-structured interviews, supported by supplementary techniques including information forms, observations, documents, an artifact, and a reflective journal. The data were analyzed using constant comparative analysis and constructivist grounded theory coding. The theory identified five interrelated themes: fulfilling fatherhood, experiencing deafness, attending early intervention, adapting to lifestyle changes, and planning for the future. Fathers held certain perceptions of their role and acted accordingly in the lives of their children. Their family lives changed following the diagnosis of deafness; they obtained hearing technologies for their children, attended early intervention sessions, and reorganized their family lives based on new knowledge and skills acquired from these sessions. They supported their children in new lifestyles and made plans for their future well-being. Taken together, these themes demonstrate how fatherhood is constructed and fulfilled within the Turkish context, offering a new perspective in the field of deaf studies.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"302-315"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145423310","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

A Teacher Training Program: Early intervention for deaf/hard of hearing children. 教师培训计划：失聪/重听儿童的早期干预。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf072

Emel Ertürk Mustul, Zerrin Turan, Yıldız Uzuner

{"title":"A Teacher Training Program: Early intervention for deaf/hard of hearing children.","authors":"Emel Ertürk Mustul, Zerrin Turan, Yıldız Uzuner","doi":"10.1093/jdsade/enaf072","DOIUrl":"10.1093/jdsade/enaf072","url":null,"abstract":"The present action research study had two main aims. The first aim was to develop and implement a Teacher Training Program for teachers providing early intervention (EI) services for deaf/hard of hearing (DHH) children. The second aim was to investigate the contributions of the Teacher Training Program to the participating teachers, the principal, and the parents of DHH children. The research was conducted at a Special Education and Rehabilitation Center (SERC). The participants of the study included eight teachers, one school principal, eight DHH children, and their parents. Data were collected from reflective journals, documents, observations, semi-structured interviews, meetings, and artifacts, and analyzed using descriptive and inductive methods. The findings showed that teachers achieved significant professional development in the planning and evaluation of EI session, and in their interactions with children, utilizing play as a learning medium, supporting listening and spoken language development skills, and supporting active participation of the family. It was noted, however, that the high teacher turnover stemming from problems related to working conditions at the SERC limited the sustainability of the Teacher Training Program and its benefits to the center.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"262-277"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558047","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

Patterns of handshape errors in the Auslan productions of young children. 澳洲幼儿手型错误的模式。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf064

Erin West, Shani Dettman

引用次数: 0

Roles and responsibilities of educational interpreters: moving from decades of documentation to transformative change. 教育口译员的角色和责任：从几十年的文献到变革的变化。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf082

Kristen Guynes, Deborah Cates, Angelina Pelikan, Stephanie Zito, Tobi Gordon

{"title":"Roles and responsibilities of educational interpreters: moving from decades of documentation to transformative change.","authors":"Kristen Guynes, Deborah Cates, Angelina Pelikan, Stephanie Zito, Tobi Gordon","doi":"10.1093/jdsade/enaf082","DOIUrl":"10.1093/jdsade/enaf082","url":null,"abstract":"Educational interpreters' roles and responsibilities have long been one of the most ambiguous and controversial aspects of inclusive education for Deaf and hard of hearing students. Although it is largely agreed upon that sign language interpreters are expected to fulfill expanded roles and responsibilities in educational settings, the field has yet to reach a consensus regarding where those extended boundaries are to be drawn. Furthermore, the longstanding lack of standardized expectations for educational interpreters has left many of them making unguided guesses regarding how to best support the students whom they serve, often in domains for which they have little-to-no formal preparation or training. Through a national survey, this mixed-method study explored 482 educational interpreters' fulfillment of various roles and responsibilities and their perspectives regarding appropriateness, with particular attention to their level of involvement as Individualized Education Program team members. Results indicate that educational interpreters continue to engage in a myriad of roles and responsibilities, of varying frequencies, and while there is some diversity among their perspectives regarding specific tasks, overarchingly, they aspire to contribute more comprehensively as educational professionals. These results further compel the call for a paradigm shift in which qualified educational interpreters possess the education, training, support, and confidence required to serve as accessibility specialists within the educational team.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"345-359"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971631","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

Relationship between gratitude and mental health in deaf and hard-of-hearing students. 失聪和听力障碍学生感恩与心理健康的关系

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf071

Tingting Hou, Fuyi Yang

引用次数: 0

Teachers' use of semiotic resources in the multimodal-multilingual language instruction. 教师在多模态多语教学中对符号资源的使用。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf076

Maike Beyer

{"title":"Teachers' use of semiotic resources in the multimodal-multilingual language instruction.","authors":"Maike Beyer","doi":"10.1093/jdsade/enaf076","DOIUrl":"10.1093/jdsade/enaf076","url":null,"abstract":"Teaching newly immigrated deaf and hard-of-hearing multimodal-multilingual learners requires the flexible and adapted use of diverse semiotic resources. This study adopts a linguistic ethnography approach to examine how three teachers use various semiotic resources in classrooms where German and German Sign Language (DGS) are taught simultaneously. The study analyzes (a) which semiotic resources are employed and (b) how teachers jointly use them to support students' languages learning. The findings reveal that teachers commonly draw on DGS, written (and spoken) German, and further semiotic resources: fingerspelling (manual alphabet of DGS), mouthing (German), and signing systems. Moreover, they may also incorporate student-initiated semiotic resources, i.e., students' heritage sign language and the manual alphabet of heritage sign language, to connect these to targeted languages. Furthermore, teachers calibrate additional semiotic resources, such as digital media, into their teaching to foster understanding. Overall, the study highlights teachers' strategies for supporting language development and facilitating understanding in a multimodal-multilingual learning environment.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"238-250"},"PeriodicalIF":2.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13324734/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145991480","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

"They don't care about deaf problems." Children's rights and emotional well-being. “他们不关心聋人问题。”儿童权利和情感健康。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-07-02 DOI: 10.1093/jdsade/enaf063

Bronagh Byrne, Catherine B McNamee

引用次数: 0

Experiences of learning New Zealand sign language: hearing parents' identities and socialization goals for their deaf children. 新西兰手语学习经验：听障父母的身份认同与聋儿的社会化目标。

IF 2.2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-25 DOI: 10.1093/jdsade/enag037

Rebekah Butterfield, Mele Taumoepeau

引用次数: 0

Language exposure is key: critical factors shaping bilingual language outcomes in deaf children with deaf and hearing parents. 语言暴露是决定父母是聋人还是听力正常的聋儿双语语言结果的关键因素。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-15 DOI: 10.1093/jdsade/enag029

Agnes Villwock, Thomas E Allen, Jill P Morford, Erin Wilkinson

{"title":"Language exposure is key: critical factors shaping bilingual language outcomes in deaf children with deaf and hearing parents.","authors":"Agnes Villwock, Thomas E Allen, Jill P Morford, Erin Wilkinson","doi":"10.1093/jdsade/enag029","DOIUrl":"https://doi.org/10.1093/jdsade/enag029","url":null,"abstract":"To date, deaf children with deaf parents have been assumed to experience \"typical\" first language acquisition while deaf children from hearing families have often been excluded from research due to limited language exposure in early life. The present study eschews these assumptions and examines language development across these two populations asking whether the use of a signed language at home, the use of a signed language at school, and the family's socioeconomic status or education level can predict deaf children's fluency in American Sign Language (ASL) and English. Language and familial background data were collected from 96 preschoolers (age: 5 years) and 58 middle schoolers (age range: 11-15 years) in the United States. Deaf children of deaf parents reached higher proficiency in both ASL and English than those from hearing families when compared as groups, but there was considerable overlap in language proficiency between the two groups which was associated with the language environments in children's homes for preschoolers and children's schools for middle schoolers. Socioeconomic status and parent education were associated with English proficiency for deaf children of hearing parents, and with ASL proficiency for deaf children of deaf parents.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148259342","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

Sign language in deaf-and-hard-of-hearing education: comparing Sweden and Türkiye. 聋人和听障人士教育中的手语：比较瑞典和瑞典。

IF 1.4 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2026-06-13 DOI: 10.1093/jdsade/enag033

Gülcihan Yazçayır, Ingela Holmström

{"title":"Sign language in deaf-and-hard-of-hearing education: comparing Sweden and Türkiye.","authors":"Gülcihan Yazçayır, Ingela Holmström","doi":"10.1093/jdsade/enag033","DOIUrl":"https://doi.org/10.1093/jdsade/enag033","url":null,"abstract":"This qualitative multiple-case study compares perceptions and practices of sign language in Sweden and Türkiye across special schools and mainstream settings. Sweden represents a well-established bilingual model, whereas Türkiye illustrates a nascent ecosystem where the formal integration of sign language into educational policy is relatively recent. This study is guided by the overarching research question: What are the perceptions and practices associated with sign language within the education systems of Sweden and Türkiye? Data from 6 school authorities, 51 teachers, 10 parents, and 9 students were collected via interviews/open-ended questionnaires, observations, and document analysis; thematic and cross-case analyses were conducted. The results showed that Swedish participants prioritized language rights, identity, and language status. In Türkiye, although most people supported access at an early age, oralist concerns related to speech sometimes prevailed. Sign language played a central role in Swedish schools for deaf-and-hard-of-hearing students and was included as a subject/support in mainstream schools. In Türkiye, its use was limited due to teachers' fluency, heterogeneous classes, and speech-first norms. In both countries, families and teachers needed to strengthen their sign language proficiency, set an example for school authorities in its use, and provide resources, while sign language-supported materials and curricula were necessary.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148253939","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