China has been working on the Sign Language (SL) Translation of TV programs. Based on Loh's (2025a) theory of language ideology, this paper uses the accessible retransmission of the 2025 China Media Group Spring Festival...China has been working on the Sign Language (SL) Translation of TV programs. Based on Loh's (2025a) theory of language ideology, this paper uses the accessible retransmission of the 2025 China Media Group Spring Festival Gala as a case study to explore online perceptions of Chinese Sign Language (CSL) among deaf and hearing Chinese. It combines quantitative analysis of public online comments about the CSL interpretation during the Gala with qualitative analysis of online feedback from deaf Chinese. This study finds that although the novel SL Translation improved the public's impression of CSL and consideration of deaf people, issues of Chinese barrier-free construction and public misunderstandings of deaf people persist. These issues may relate to a lack of legal status and national standardization for CSL, combined with hearing-centered perspectives in the development of national policies regarding the deaf, which deserve deeper consideration in the improvement of Chinese barrier-free construction.
The American Sign Language Proficiency Interview (ASLPI) is a widely used assessment tool for academic and professional qualifications in ASL-related fields. In ASL education, most ASL educators are White and able-bodied...The American Sign Language Proficiency Interview (ASLPI) is a widely used assessment tool for academic and professional qualifications in ASL-related fields. In ASL education, most ASL educators are White and able-bodied: this study examines the ASLPI through the lenses of language ideologies, attitudes toward signed languages, and the notion of language boundaries as colonial constructs. Through thematic analysis of interviews with 10 deaf participants, we explored how ASLPI's design, interaction, and evaluation shaped their experiences. Participants reported discomfort and anxiety tied to racialized interactions with White interviewers, language scrutiny, and pressure to code-switch toward an idealized ASL. They also noted misalignment between their language competency and evaluative outcomes. We call for reforms that promote transparency, invite external review, and affirm diverse deaf languaging practices across race, culture, and disability.
This study explores the characteristics of cultural safety in Family-Centered Early Intervention services for d/Deaf and hard-of-hearing children and their families (FCEI-DHH). Perspectives of culturally and ethnically d...This study explores the characteristics of cultural safety in Family-Centered Early Intervention services for d/Deaf and hard-of-hearing children and their families (FCEI-DHH). Perspectives of culturally and ethnically diverse families who have young DHH children and service providers in pediatric DHH services were gathered through online surveys. Quantitative analyses examined the influence of geographical location and parent self-identity (Deaf, Indigenous, racialized, marginalized (DIRM), and/or belonging to a dominant/privileged group) on aspects of FCEI services. Parents reported a high overall level of support from service providers, but lack of support was disproportionately experienced by DIRM parents with medical/diagnostic services. Cultural identity was important to make connections in DHH communities, but DIRM parents connected least. This study identifies areas for improvement and can inform the development of evidence-based practice guidelines for cultural safety and humility in the delivery of FCEI-DHH. This work can help mark progress towards achieving health equity.
This scoping review examined health literacy among Deaf populations and identified gaps in current evidence. A systemic search of PubMed, Excerpta Medica Database, Cumulative Index to Nursing and Allied Health Literature...This scoping review examined health literacy among Deaf populations and identified gaps in current evidence. A systemic search of PubMed, Excerpta Medica Database, Cumulative Index to Nursing and Allied Health Literature, and Cochrane was conducted from database inception to December 31, 2024. English-language quantitative, qualitative, and mixed-methods studies reporting from the perspective of Deaf individuals of any age were included, alongside studies evaluating educational interventions. Data were charted using a standardized extraction framework and analysed thematically. Fifty-seven studies from 14 countries met the inclusion criteria. Four themes emerged: health literacy of Deaf people, factors affecting the health literacy of Deaf people, source of health information, and impact of interventions on health literacy levels. Overall, Deaf people demonstrated poorer health literacy levels than hearing populations, largely due to communication barriers and inaccessible health information. While educational interventions improved knowledge, evidence on their sustained impact remains limited. Findings underscore the need for culturally-competent, sign-language-accessible health education to reduce health inequities.
Research examining Deaf older adults' needs or experiences of old age care is scarce. This study aims to describe how Deaf older adults, supported by Swedish old age care, experience interactions and participation in eve...Research examining Deaf older adults' needs or experiences of old age care is scarce. This study aims to describe how Deaf older adults, supported by Swedish old age care, experience interactions and participation in everyday life and in social care situations. This study gives voice to Deaf older adults whose perspectives are rarely represented in research. To minimize misunderstandings, the qualitative individual interviews with Deaf older adults were conducted by Deaf signing research assistants. The results show that Deaf older adults face communication barriers due to a lack of shared language with their old age care staff, which may also pose health risks. Yet, despite the absence of sign language communication, participants described communication with those who help them as sufficient for basic needs, albeit limited. Furthermore, restricted community mobility contributed to sparse social contacts with Deaf peers, leading to social isolation and reduced social well-being.
This paper, representing a multilingual Global South-Global North deaf research collaboration, reports and critically analyzes findings from interviews with 5 deaf adult and 5 sign language interpreter participants regar...This paper, representing a multilingual Global South-Global North deaf research collaboration, reports and critically analyzes findings from interviews with 5 deaf adult and 5 sign language interpreter participants regarding their educational and training experiences in the postcolonial Caribbean environment of Trinidad and Tobago. Caribbean sign languages are frequently said to be varieties of American Sign Language (ASL) and/or to have been displaced by ASL in schools with deaf learners. In the anglophone Caribbean context, deaf children have not had access to early childhood care and education in the medium of sign language, and most deaf students arrive at primary school without having acquired a named sign language variety. Moreover, despite a lack of formal standards for interpreter training and evaluation, deaf secondary school students are placed in regular schools with sign language interpreters. Findings from interviews reveal ideologies surrounding named sign language varieties, deaf multilingualism, and interpreter roles within schools, and point to the need for deaf leadership within organizations and institutions providing services to deaf people.
This qualitative study examines the narrative and argumentative writing of 75 deaf high school students from the United States through thematic analysis. Writing samples were evaluated on six traits: idea development, or...This qualitative study examines the narrative and argumentative writing of 75 deaf high school students from the United States through thematic analysis. Writing samples were evaluated on six traits: idea development, organization, style, sentence fluency, word choice, and conventions. A representative set of 85 samples was selected to reflect a range of writing quality, including both low- and high-scoring pieces, to capture the diversity of strengths and needs. Findings revealed outcomes ranging from emerging writing skills to genre-specific writing aligned with grade-level expectations. Lower-scoring responses were often brief, loosely organized, and contained unfinished or unidentifiable words with limited sentence variety. In contrast, higher-scoring samples demonstrated clearer purpose and organization, evidence of knowledge-transforming strategies, and stronger control of sentence structure, using varied sentence types to promote fluency of expression. The study underscores the need for adaptable writing instruction that addresses a range of writing needs present in secondary classrooms.
Communication approaches used in the education of Deaf or hard of hearing (DHH) individuals, such as spoken language, sign language, total communication, and bilingual-bicultural approach, have long been debated. Each ha...Communication approaches used in the education of Deaf or hard of hearing (DHH) individuals, such as spoken language, sign language, total communication, and bilingual-bicultural approach, have long been debated. Each has its strengths and limitations and is shaped by individual and contextual factors. Understanding and implementing these approaches rely not only on theoretical frameworks but also on the knowledge gained from professional experiences in the field. This study aims to examine the experiences of diverse role professionals (academics with teaching backgrounds) regarding communication approaches in DHH education within the Turkish context. Using a phenomenological design, the study explored how participants' pedagogical decisions, teaching and academic backgrounds, undergraduate education processes, and their relationships with educational policies shaped their communication choices. The findings reveal that structural and pedagogical factors beyond individual attitudes are decisive in shaping communication preferences. This research reveals the factors shaping communication approaches and emphasizes the need for inclusive, context sensitive practices.
Speech-language therapy (SLT) within deaf education in Aotearoa New Zealand remains influenced by oralist traditions. Māori deaf individuals also face barriers to their culture and native language. This qualitative study...Speech-language therapy (SLT) within deaf education in Aotearoa New Zealand remains influenced by oralist traditions. Māori deaf individuals also face barriers to their culture and native language. This qualitative study explored deaf adults' experiences and perceptions of SLT, including how SLTs should best support deaf children. Focus groups and interviews were conducted with 11 deaf adults (aged 28-65) who had engaged with SLT. Data were generated in New Zealand Sign Language or English and analysed using reflexive thematic analysis. Ensuring deaf children thrive and flourish was the overarching theme, with three subthemes (1) Hearing differences create a unique experience (2) Consider the child's unique ecosystem and (3) The profession's responsibilities. Participants wanted culturally affirming collaborative SLT practice, including signed and spoken languages. They prioritised early language access, communication success, strong therapeutic relationships and diversifying the workforce to ensure deaf children flourish.
This study explored the extent to which parents of deaf children in Al-Kharj use Saudi Sign Language (SSL), the challenges they encounter in learning and using the language, and their suggestions for improving communicat...This study explored the extent to which parents of deaf children in Al-Kharj use Saudi Sign Language (SSL), the challenges they encounter in learning and using the language, and their suggestions for improving communication with their children. A qualitative approach was employed, using semi-structured interviews with a purposive sample of 14 parents. Data were analyzed thematically. The findings indicate that most parents had no prior exposure to sign language before their child's diagnosis and relied largely on self-initiated learning due to limited institutional support. Participants reported difficulties expressing emotions and abstract concepts in SSL and often supplemented signing with facial expressions or written communication. Parents also emphasized the need for specialized training centers and culturally appropriate Arabic visual learning resources. Overall, the findings suggest that supporting parents in learning SSL may contribute to improved communication, stronger emotional connections, and enhanced social and educational participation for deaf children in the Saudi context.
J Deaf Stud Deaf Educ
· 2026 Jul · PMID 41960925
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Full text
The aim of this study was to describe the handshape substitution patterns observed in Australian Sign Language (Auslan). The spontaneous signed productions of 44 children aged 3; 0-6; 8 years were documented using a new...The aim of this study was to describe the handshape substitution patterns observed in Australian Sign Language (Auslan). The spontaneous signed productions of 44 children aged 3; 0-6; 8 years were documented using a new approach across a 2-year period whilst the children were attending an Auslan/English bilingual-bicultural education program. The 3,166 signs within the corpus contained 3,849 individual handshape tokens; 374 of these handshapes were inaccurate. The majority of these errors involved handshape substitutions. The ASL 1 handshape was used most frequently to replace other handshapes. There were similarities and differences in handshape substitutions seen within this Auslan corpus to error patterns previously described for American Sign Language and British Sign Language. The differences in these Auslan data suggest that there is a need for sign language-specific data when considering how handshapes are acquired and used.
Deaf people are at higher suicide risk, yet little is known about the factors that contribute to this elevated risk, particularly in Australia. This research explored factors which deaf Australian adults perceived to inf...Deaf people are at higher suicide risk, yet little is known about the factors that contribute to this elevated risk, particularly in Australia. This research explored factors which deaf Australian adults perceived to influence their suicidal behavior. A parallel multi-methods sequential design study using a strengths-based deaf-centric approach was conducted. This incorporated qualitative interviews with deaf sign language users who reported adverse mental health experiences and a national cross-sectional survey of deaf adults. Both instruments included questions about perceived influences on suicidal thoughts or behaviors. Thematic analysis was used for interview data and descriptive analysis for survey data. 10 interviews and 172 survey responses were analyzed. Interview participants described 5 key themes influencing suicidal behavior: identity struggles, bullying, burnout, limited access to deaf-aware mental health services, and strained relationships. Survey participants reported communication challenges (85.5%), difficult interpersonal relationships (78.5%), abuse (58.7%), negative self-perception (47.1%), and education or employment barriers (43.0%) as influential factors. Results showed that communication and societal factors influenced suicidal behavior including issues related to identity and belonging, and the treatment of deaf individuals by hearing people across family, school, and healthcare settings. A statistically significant difference was observed for suicide planning between men and women, though no gender differences emerged for suicidal ideation or suicide attempts. Notably, all interview participants (n = 10) who identified their gender as "other" reported experiencing suicidal ideation. There is a need to support hearing parents when making decisions about early intervention in developing communication skills and accessible mental health services for deaf people.
Hearing parents of deaf children may face parenting stress related to the multiple challenges associated with deafness. Several factors may contribute to the level of stress they encounter. This study examined the dyadic...Hearing parents of deaf children may face parenting stress related to the multiple challenges associated with deafness. Several factors may contribute to the level of stress they encounter. This study examined the dyadic relationships between fathers' and mothers' parenting stress and potential associated factors. Twenty-one French parental couples of deaf children completed questionnaires assessing parenting stress, parental involvement, parental self-efficacy, and social support needs. The results revealed significant associations between parenting stress and the three measured factors-parental involvement, parental self-efficacy, and social support needs-for both fathers and mothers. These 3 factors were also found to be interrelated. While overall patterns were similar between mothers and fathers, certain differences emerged within specific subdomains. Dyadic analyses further showed cross-parent effects; for instance, lower paternal involvement was associated with higher maternal parenting stress. These findings underscore the importance of including both parents in parenting research and highlight the value of dyadic analysis. Such an approach supports the development of early interventions that are both universal and tailored to the needs of each family.
The meaningful engagement of Deaf people in research poses ethical challenges, yet Deaf people are systematically underrepresented in discussions on ethical research conduct. Our study explores experiences and opinions o...The meaningful engagement of Deaf people in research poses ethical challenges, yet Deaf people are systematically underrepresented in discussions on ethical research conduct. Our study explores experiences and opinions of Polish Deaf people about research through a bilingual open-ended online survey. We gathered 52 responses and analysed them in collaboration with a Deaf advisory group using an experiential approach to reflexive thematic analysis. We developed six themes, reflecting the challenges, needs and aspirations of Deaf people, embraced under one overarching theme: Dialogue matters. Our study highlights social and epistemic inequalities faced by Deaf people in research, as well as the need for greater accessibility and trust. We discuss how the Polish context both reflects and differs from the experiences of Deaf people from other countries. The findings may inform evidence-based recommendations for scientific cooperation between Deaf and hearing people.
Sampson T, Becker A, Campbell EE
… +28 more, Pyers J, Hall WC, Sehyr ZS, Czubek T, DiPerri K, Henner J, Emmorey K, Petrich J, Dobbs CL, Lieberman A, Coppola M, Langdon C, Pontecorvo E, Gappmayr P, Lim A, Higgins M, Napoli DJ, Harrison NE, Benedict R, Holcomb L, Jones Jr Ma F, Bottoms A, Glenn-Smith Ma E, Clark DM, Gabriel R, Jiménez PhD L, Delgado N, Caselli N
Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic i...Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf children. First, skilled reading does not always rely on phonology. Evidence shows that deaf readers can read effectively without using spoken language phonology and that phonological processing can be unrelated to reading skill in this group. Second, a fundamental issue in deaf education is prioritizing speech and hearing over language development, academics, cognition, and socio-emotional well-being. This unhealthy imbalance persists despite the mounting evidence that we cannot ensure deaf children acquire spoken language. Policies mandating speech-based reading instruction for all children overlook how deaf readers develop literacy, and reinforce the overemphasis on speech, which creates the conditions for language deprivation. We caution against a one-size-fits-all approach to reading instruction and emphasize the need for differentiated instruction that respects the diverse ways beginning readers, including deaf learners, acquire literacy.
There is mounting evidence that maternal sensitivity contributes to optimal child development, but little is known about dyads including deaf mothers and their hearing infants. Deaf adults experience a range of adversiti...There is mounting evidence that maternal sensitivity contributes to optimal child development, but little is known about dyads including deaf mothers and their hearing infants. Deaf adults experience a range of adversities in their role as a parent, and it is unclear how these experiences influence early interactions with their child. Videos of 28 deaf mothers playing with their four-to-eight-month-old hearing infants were coded using the CARE-Index. Dyadic synchrony of most dyads were found to be sensitive or adequate. However, 21% of dyads were likely to benefit from education and/or intervention to increase sensitive interactions. Compared to the rest of the dyads, they displayed lower levels of maternal sensitivity and infant cooperativeness, as well as higher levels of maternal unresponsiveness and infant passivity. Results were influenced by socioeconomic status and potentially by vocal and social touch behaviour. Methodological, theoretical and clinical considerations are offered for professionals working with deaf mothers and their hearing infants.
Hearing can shape a child's developmental experiences; how they communicate, learn, interact, and engage with the world. Among the 1 million Francophones who live in a minority situation in Canada, an estimated 600 to 70...Hearing can shape a child's developmental experiences; how they communicate, learn, interact, and engage with the world. Among the 1 million Francophones who live in a minority situation in Canada, an estimated 600 to 700 are deaf or hard of hearing (DHH). Canadians living in a minority situation often face barriers accessing certain services. For DHH children, the linguistic environment is particularly important. However, it is unclear whether raising a DHH child in a linguistic minority presents additional challenges. The goal of this pan-Canadian research project was to gain an understanding of the perspectives of parents of DHH children living in a Francophone-minority community on factors that have contributed positively or negatively to the development of their child. Using a qualitative approach, interviews were conducted with 14 parents across Canada. Thematic analyses of these interviews resulted in four key themes: the importance of the French language for these families, the lack of services in French, the lack of resources in general and in French, and the elements that contribute positively to the development of this population of children. Findings from this study reinforce the importance of providing access to French services in minority settings for these families.
This study examined whether stereotype threat degrades deaf and hard-of-hearing (DHH) college students' math performance. The DHH participants self-assigned their social identity as "deaf" or "hard of hearing" irrespecti...This study examined whether stereotype threat degrades deaf and hard-of-hearing (DHH) college students' math performance. The DHH participants self-assigned their social identity as "deaf" or "hard of hearing" irrespective of audiological assessment. Social identity is central to experiencing stereotype threat and being deaf or hard of hearing may activate negative biases which trigger a stereotype threat that impacts test performance. A sample of college students (216 deaf, 128 hard of hearing, 152 hearing) were randomly assigned to either a stereotype threat or no-threat test condition and tested on arithmetic, modular arithmetic, and quantitative Graduate Record Examination-type math problems. The deaf and hard-of-hearing participants tested under the stereotype threat condition underperformed compared to those under the no-threat condition. Further exploratory analyses demonstrated that female participants underperformed male participants and African American/Black DHH participants underperformed White DHH participants. This double-threat jeopardy finding of multiple marginalized identities is consistent with the minority stress model. Overall, results are consistent with previous research in which a social identity is linked to a negative stereotype and both the stereotype and linked identity impact performance. This study demonstrated that deaf and hard of hearing are social constructs, and the results provide empirical support for the social model of disability.
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 langua...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.
Around 90-95% of deaf and hard-of-hearing (DHH) children are born to hearing parents, most of whom have no prior knowledge of a sign language. This creates a risk of language deprivation, with long-term effects on langua...Around 90-95% of deaf and hard-of-hearing (DHH) children are born to hearing parents, most of whom have no prior knowledge of a sign language. This creates a risk of language deprivation, with long-term effects on language, cognitive, and social-emotional development. Research shows that sign language input supports children's development without hindering spoken language acquisition. Yet many hearing parents of DHH children are discouraged from learning sign language by unfounded claims from professionals or by restrictive support systems. In the Netherlands, parental sign language courses are covered by health insurance, which reduces financial barriers but also reinforces a medical framing of deafness and sign language and limits parental choice by assigning families to a single provider. Higher-level sign language courses are scarce, and most materials focus on vocabulary rather than sentence formation, leaving parents at a basic level while their children progress rapidly. This brief highlights what is known about hearing parents' experiences learning sign language and calls for systemic changes: unbiased professional guidance, inclusion of DHH role models, greater parental choice in courses, and a socio-cultural view on sign language.