 Subjects -> DISABILITY (Total: 103 journals)
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- Deaf Language Specialists: Delivering Language Therapy in Signed Languages
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Pages: 40 - 52
Abstract: AbstractDeaf professionals, whom we term Deaf Language Specialists (DLS), are frequently employed to work with children and young people who have difficulties learning sign language, but there are few accounts of this work in the literature. Through questionnaires and focus groups, 23 DLSs described their work in this area. Deductive thematic analysis was used to identify how this compared to the work of professionals (typically Speech and Language Therapists/Pathologists, SLPs) working with hearing children with difficulties learning spoken language. Inductive thematic analysis resulted in the identification of two additional themes: while many practices by DLSs are similar to those of SLPs working with hearing children, a lack of training, information, and resources hampers their work; additionally, the cultural context of language and deafness makes this a complex and demanding area of work. These findings add to the limited literature on providing language interventions in the signed modality with clinical implications for meeting the needs of deaf and hard-of-hearing children who do not achieve expectations of learning a first language in their early years. The use of these initial results in two further study phases to co-deliver interventions and co-produce training for DLSs is briefly described.
PubDate: Mon, 12 Dec 2022 00:00:00 GMT
DOI: 10.1093/deafed/enac029
Issue No: Vol. 28, No. 1 (2022)
- Deaf Student–Interpreter Relationships and Feedback Practices in K-12
Mainstream Deaf Education-
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Pages: 68 - 83
Abstract: AbstractThis study explores Deaf individuals’ and sign language interpreters’ perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g., the deaf student–interpreter relationship) that influence interpreters’ work, deaf students’ participation and learning, and feedback practices. This study illustrates the significance of the deaf student–interpreter relationship and suggests a correlation between this relationship and deaf students’ participation and positioning in mainstream classrooms. In addition, the findings suggest a correlation between the deaf student–interpreter relationship and feedback practices in mainstream education. Finally, this study finds that deaf students do not always know that they can engage in feedback conversations with interpreters or know how to engage interpreters to ask for what they need to learn. This article concludes with considerations and recommendations for the deaf education and interpreter education communities.
PubDate: Mon, 22 Aug 2022 00:00:00 GMT
DOI: 10.1093/deafed/enac026
Issue No: Vol. 28, No. 1 (2022)
- Linguistic Variation, Discourse Analysis, and Deaf Education: Case Studies
from ISL-
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Pages: 84 - 98
Abstract: AbstractVariation in language has been acknowledged as central to the characterization of spoken and written discourse. Speakers’ ability to change and adjust language according to the communicative circumstances is a prominent factor that demonstrates their linguistic literacy and skill. Nonetheless, few studies have explored the characterization of discursively motivated variation in sign languages, and little is known about the topic. The purpose of the current study is to present features of variation in Israeli Sign Language as they appear in two discourse types—narrative versus expository texts. We present this aspect of linguistic literacy as it is expressed in two case studies of two adult signers in two domains: sign parameters and the use of signing space. The findings reveal a discourse type effect on the way that these aspects are expressed and highlight the importance of discourse and linguistic knowledge to educators of deaf students.
PubDate: Fri, 23 Sep 2022 00:00:00 GMT
DOI: 10.1093/deafed/enac030
Issue No: Vol. 28, No. 1 (2022)
- Radical Evolution: Teacher Preparation in Postmodern Deaf EducationReview
of: Kurz, Golos, Kuntze, Henner, and Scott (2021). Guidelines For
Multilingual Deaf Education Teacher Preparation Programs. Gallaudet
University Press. Softcover and Manifold Digital. 52 pages. $9.95.-
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Pages: 124 - 125
Abstract: Deaf education reproduces itself through teacher preparation. With successive iterations, our discipline may reconfigure itself. Some iterations of deaf education–teacher education (DETE) maintain the status quo. Maintenance can protect existing power structures through theoretical frameworks that preserve privileges for an elite few and enforce oppression for others now rendered powerless.
PubDate: Sat, 13 Aug 2022 00:00:00 GMT
DOI: 10.1093/deafed/enac028
Issue No: Vol. 28, No. 1 (2022)
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