Subscribe: Journal of Deaf Studies and Deaf Education - Advance Access
http://jdsde.oxfordjournals.org/rss/ahead.xml
Preview: Journal of Deaf Studies and Deaf Education - Advance Access

The Journal of Deaf Studies and Deaf Education Advance Access





Published: Thu, 08 Feb 2018 00:00:00 GMT

Last Build Date: Thu, 08 Feb 2018 03:45:23 GMT

 



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

Thu, 08 Feb 2018 00:00:00 GMT

Abstract
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.”



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

Fri, 08 Dec 2017 00:00:00 GMT

Abstract
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.



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

Fri, 08 Dec 2017 00:00:00 GMT

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