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Preview: Journal of Deaf Studies and Deaf Education - current issue

The Journal of Deaf Studies and Deaf Education Current Issue

Published: Mon, 05 Mar 2018 00:00:00 GMT

Last Build Date: Fri, 16 Mar 2018 11:45:22 GMT


Interrogating “DEAF-SAME”: Is this for Real?

Mon, 05 Mar 2018 00:00:00 GMT

Friedner, M. and Kusters, A. (Eds). (2015). It’s A Small World: International Deaf Spaces and Encounters. Washington, DC: Gallaudet University Press. $70.00, hardback.

Exploring the Identities of Hearing Parents who Chose Cochlear Implantation for their Children with Hearing Loss

Mon, 05 Mar 2018 00:00:00 GMT

We aimed to determine the types of identities hearing parents construct when telling online stories about their children with hearing loss (HL) who use cochlear implants (CIs). To do so, we employed a qualitative design and sampled 20 different blogs United States origins and written by parents of children who use CIs. We then used thematic narrative analysis (Braun & Clarke, 2006; Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage Publications.) to uncover recurring themes from these parents’ blogs. The themes then allowed us to assign identities to the parents. Four identities emerged in the parents’ stories: (1) advocates, (2) resilient parents, (3) obedient worriers, and (4) matter-of-fact narrators. Identifying and understanding these parent identities is a first step toward improving theoretical and clinical insights into parents’ perspectives and experiences following their children’s diagnosis of HL. Such insights could ultimately improve audiologists’ abilities to help families seek out, implement, and follow-through with family-centered hearing healthcare.

Reading Comprehension and Phonics Research: Review of Correlational Analyses with Deaf and Hard-of-Hearing Students

Mon, 05 Mar 2018 00:00:00 GMT

This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes complicate efforts to determine evidence-based practices, and to develop an accurate model of reading. Across the 28 studies, DHH participants represented a wide age range with potential floor and ceiling effects that reduce score variability for valid correlations. Many studies assessed readers beyond the optimal ages during which early skills develop and are most useful for reading. Reading skills also were assessed using a diverse array of measures and skill definitions. Particularly for reading comprehension, word-level and text-level abilities appear to be different constructs. Suggestions include more consistent skill definitions and differential timing for early- versus later-developing skill assessments to ensure more robust correlational relationships.

Early Sign Language Experience Goes Along with an Increased Cross-modal Gain for Affective Prosodic Recognition in Congenitally Deaf CI Users

Mon, 05 Mar 2018 00:00:00 GMT

It is yet unclear whether congenitally deaf cochlear implant (CD CI) users’ visual and multisensory emotion perception is influenced by their history in sign language acquisition. We hypothesized that early-signing CD CI users, relative to late-signing CD CI users and hearing, non-signing controls, show better facial expression recognition and rely more on the facial cues of audio-visual emotional stimuli. Two groups of young adult CD CI users—early signers (ES CI users; n = 11) and late signers (LS CI users; n = 10)—and a group of hearing, non-signing, age-matched controls (n = 12) performed an emotion recognition task with auditory, visual, and cross-modal emotionally congruent and incongruent speech stimuli. On different trials, participants categorized either the facial or the vocal expressions. The ES CI users more accurately recognized affective prosody than the LS CI users in the presence of congruent facial information. Furthermore, the ES CI users, but not the LS CI users, gained more than the controls from congruent visual stimuli when recognizing affective prosody. Both CI groups performed overall worse than the controls in recognizing affective prosody. These results suggest that early sign language experience affects multisensory emotion perception in CD CI users.

A Systematic Review of Services to DHH Children in Rural and Remote Regions

Mon, 05 Mar 2018 00:00:00 GMT

Children in regional, rural and remote areas have less access to services than those living in urban areas. Practitioners serving children with a hearing loss have attempted to address this gap, however there are few studies investigating service access and experiences of non-metropolitan families and professionals. This systematic review evaluates the literature on service provision to children with a hearing loss living in regional, rural and remote areas of Australia. A search of five databases, the gray literature and a prominent author located 37 relevant documents. The journal articles were rated for quality and the findings of all documents were themed. The evidence from this review indicates that children with a hearing loss living in regional, rural and remote Australia experience reduced quality and frequency of service. Further investigation is needed to identify the accessibility and suitability of services for children with a hearing loss in non-metropolitan areas.

Positive Psychology in Research with the Deaf Community: An Idea Whose Time Has Come

Thu, 08 Feb 2018 00:00:00 GMT

The emergence of positive psychology as an approach to studying what makes life worth living has inspired a new wave of research. Studies have focused on the prevalence and degree of positive attributes, attitudes, and characteristics in the wider population. Increasingly, lessons learned from positive psychology have been applied to understanding the more diverse experiences of individuals belonging to various groups. Only recently, however, has positive psychology research incorporated a disability perspective, and very little research from a positive psychology stance has been conducted with deaf people. This article addresses the application of positive psychology constructs in the context of deaf communities and individuals who are deaf or hard of hearing. We argue that utilization of a positive psychology paradigm can broaden and enrich a collective understanding of deaf people, and suggest a different set of research questions. A positive psychology mindset encourages scholars to learn how people who are deaf or hard of hearing, and those within the larger deaf community11, may define and attain “the good life.”

Research in Deaf Education: Contexts, Challenges, and Considerations

Fri, 08 Dec 2017 00:00:00 GMT

Cawthon, S. and Gaberoglio, C. L. (Eds.). (2017). Research in Deaf Education: Contexts, Challenges, and Considerations. New York, NY: Oxford University Press. Hardcover. $89.95

Superordinate Precision: An Examination of Academic Writing Among Bilingual Deaf and Hard of Hearing Students

Fri, 08 Dec 2017 00:00:00 GMT

Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an important role in the reading proficiency of DHH students in middle and high school. The current study expands this research to investigate academic English by examining student proficiency with a sub-skill of academic writing called superordinate precision, the taxonomical categorization of a term. Currently there is no research that examines DHH students’ proficiency with superordinate precision. Middle and high school DHH students enrolled in bilingual schools for the deaf were assessed on their ASL proficiency, academic English proficiency, reading comprehension, and use of superordinate precision in definitions writing. Findings indicate that student use of superordinate precision in definitions writing was correlated with ASL proficiency, reading comprehension, and academic English proficiency. It is possible that degree of mastery of superordinate precision may indicate a higher overall level of proficiency with academic English. This may have important implications for assessment of and instruction in academic English literacy.

School-aged Children with Mild Bilateral and Unilateral Hearing Loss: Parents’ Reflections on Services, Experiences, and Outcomes

Tue, 31 Oct 2017 00:00:00 GMT

Following the establishment of newborn hearing screening programs, age of identification and length of time before receiving interventions has been reduced for children, including those with milder degrees of hearing loss who were previously not identified until school age. This population of early-identified children requires new support programs for parents. Although literature is emerging on how parents experience the initial years, there is limited information on support needs during early school years. The objectives were to gain insights into parents’ experiences with services during the early period of identification until early school years, as well as their perceptions of the consequences of hearing loss on their child’s overall development. A qualitative research design informed by Interpretive Description was employed. Individual semi-structured interviews were conducted with 12 parents of children identified with mild hearing loss. Transcripts were analyzed using a constant comparative method. Four themes emerged from the data: early experiences with services and hearing technology, effects of hearing loss on social functioning, effects of hearing loss on language and academics, and experiences in early school years. From parents’ perspectives, more support during the early school years is needed to help ensure academic success.