Journal Of Deaf Studies And Deaf Education[JOURNAL]
Sun
200 papers
Exploring sign language, social connectedness, and life satisfaction of deaf adults.
Radford A, Bignell S, Barker AB … +1 more , Hamilton IS
J Deaf Stud Deaf Educ · 2026 Jan · PMID 41563078 · Publisher ↗
This study explored how sign language use and social connectedness influenced the life satisfaction of twelve British Deaf community members (n = 12, m = 2, f = 10, aged 23-79). During in-person and remote interviews, pa...
This study explored how sign language use and social connectedness influenced the life satisfaction of twelve British Deaf community members (n = 12, m = 2, f = 10, aged 23-79). During in-person and remote interviews, participants compared experiences of sign language use and social connectedness with experiences of spoken language and exclusion. Reflexive thematic analysis generated two main themes. (1) Gaining Deafness: which explored how sign language use and social connectedness created positive perceptions of deafness, enabling authenticity and agency. (2) Empowering Deaf pride: which examined how feeling connected to sign language and Deaf culture produced Deaf pride and self-advocacy, empowering participants. These findings support the implementation of sign language in early education for all children. The findings call for the social reconstruction of deafness, and for deaf-led development of inclusive definitions and terminology. This research provides new qualitative evidence on how sign language and Deaf cultural connectedness enhance the life satisfaction of Deaf adults.
Nursing perceptions toward Deaf and DeafBlind individuals: a cross-sectional study.
Šebrek L, Neuberg M, Meštrović T
J Deaf Stud Deaf Educ · 2026 Jan · PMID 41556398 · Publisher ↗
Communication is a significant barrier for persons who are Deaf and persons who are DeafBlind when accessing healthcare services. Most healthcare professionals are unfamiliar with sign language, which complicates the pro...
Communication is a significant barrier for persons who are Deaf and persons who are DeafBlind when accessing healthcare services. Most healthcare professionals are unfamiliar with sign language, which complicates the provision of holistic care. This cross-sectional study aimed to assess differences between employed nursing professionals and nursing students in three areas: motivation to learn Croatian Sign Language, knowledge about persons who are Deaf and persons who are DeafBlind, and opinions toward them. In both questionnaires, the same questions were asked for direct comparison between the examined groups. Nursing students showed statistically significantly more positive opinions compared to employed nursing professionals (p < .001), with first-year Master's nursing students scoring the highest (p = .019). Additionally, nursing students showed greater motivation to learn sign language (p = .015). These results are consistent with other studies showing similar trends, reporting low sign language knowledge and negative emotions when working with patients who are Deaf and patients who are DeafBlind, and highlight the need to integrate sign language training and communication skills into nursing education. Findings should be interpreted considering the convenience sample from one Croatian region and the use of non-parametric analyses.
Teachers' use of semiotic resources in the multimodal-multilingual language instruction.
Beyer M
J Deaf Stud Deaf Educ · 2026 Jul · PMID 41543038 · Full text
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...
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.
Roles and responsibilities of educational interpreters: moving from decades of documentation to transformative change.
Guynes K, Cates D, Pelikan A … +2 more , Zito S, Gordon T
J Deaf Stud Deaf Educ · 2026 Jul · PMID 41536266 · Publisher ↗
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 tha...
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.
The complexity in deaf and hard-of-hearing multilingual learner education.
Andersson S, Schwarz IC
J Deaf Stud Deaf Educ · 2026 Jan · PMID 41533671 · Publisher ↗
Deaf and hard-of-hearing Multilingual Learners (DMLs) are Deaf and hard-of-hearing students who are either born outside of the country they currently receive schooling in or have both parents born outside of that country...
Deaf and hard-of-hearing Multilingual Learners (DMLs) are Deaf and hard-of-hearing students who are either born outside of the country they currently receive schooling in or have both parents born outside of that country, using a language other than the national spoken language at home. This group is growing in numbers and contributes significantly to the increasing linguistic and cultural diversity in Deaf education. This systematic review synthesizes findings from 17 peer-reviewed empirical studies, identifying four educational levels relevant to DMLs: context, organization, educators, and student. Parents are key agents across all levels. While DML education generally aligns with that of other deaf and hard-of-hearing students, educators attest to difficulties teaching DMLs due to a lack of adequate assessments, strategies, and materials, adapted to DMLs' specific needs. Educators and parents highlight difficulties in establishing effective home-school collaboration, despite its recognized importance for academic success. DMLs value all their languages equally but especially emphasize the national sign language for learning. Parents are an underused resource. This review underlines the pressing need for empirical research on effective teaching strategies and materials for DMLs, improved internal and external school collaboration strategies, and a deeper understanding of DMLs' experience.
Examining signed language challenges of early- and late-exposed deaf children.
Quinto-Pozos D, McCann JP, Athreya M … +4 more , Tuppen LK, Barnett C, Rosenthal V, Stewart J
J Deaf Stud Deaf Educ · 2026 Jan · PMID 41533558 · Publisher ↗
Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with a...
Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with aspects of comprehension or production, and their communication with other signers is hindered. An online survey was used to gather estimates from professionals who work with signing DHH children about aspects of signed language comprehension and production that tend to be challenging for DHH children who are exposed to a signed language early and regularly throughout childhood (early/regular group) and DHH children who do not have early and regular exposure to a signed language (delayed/limited group). Estimates from 55 professionals revealed differences in the prevalence of language challenges across groups, with children in the delayed/limited exposure group reported to experience significantly more challenges than the early/regular exposure group, across all features of language examined. Focused analyses of specific features reveal that some aspects of language are more difficult than others.
Reading comprehension and mental subtraction in deaf and hard of hearing children: the moderating role of grade level.
Chen L
J Deaf Stud Deaf Educ · 2026 Jul · PMID 41518135 · Publisher ↗
Prior studies have documented an association between reading comprehension and arithmetical skills. However, the underlying processes that might moderate these associations, particularly while accounting for general cogn...
Prior studies have documented an association between reading comprehension and arithmetical skills. However, the underlying processes that might moderate these associations, particularly while accounting for general cognitive abilities, remain unclear. This study investigated whether grade level moderated the relationship between reading comprehension and mental subtraction in deaf and hard of hearing (DHH) children, after controlling for intelligence. A sample of 257 DHH children from Grades 3 to 9 in China completed measures of reading comprehension, single-digit subtraction, double-digit subtraction, and a test of non-verbal intelligence. Results indicated that after controlling for intelligence, the direct effect of reading comprehension on subtraction performance was not significant. However, moderation analyses using the PROCESS macro revealed that grade level significantly moderated this relationship for both single-digit and double-digit subtraction. Simple slope analyses showed that for children in higher grades, reading comprehension was a strong and significant predictor of subtraction performance. In contrast, for children in lower grades, the association was significantly weaker for single-digit subtraction and non-existent for double-digit subtraction. These findings highlight grade level as a critical developmental moderator, suggesting that the role of reading comprehension in arithmetic emerges and strengthens in later school years among DHH children.
Critical mass and positioning in mainstream deaf education.
Prinzi LM
J Deaf Stud Deaf Educ · 2026 Jan · PMID 41518032 · Publisher ↗
This article examines how deaf students and interpreters experience positioning within mainstream educational settings, with a focus on environments where a critical mass-defined as multiple deaf students and interpreter...
This article examines how deaf students and interpreters experience positioning within mainstream educational settings, with a focus on environments where a critical mass-defined as multiple deaf students and interpreters-is present. Drawing on interviews with 41 formerly mainstreamed deaf individuals and interpreters, the study explores how critical mass influences engagement, participation, and perceived membership in the school community. Findings suggest that critical mass enhances access to Deaf Community Cultural Wealth (DCCW) and fosters collaborative positioning. These environments strengthen support systems for both deaf students and interpreters. These environments also promote professional development among interpreters and contribute to more inclusive school climates. The study is framed by positioning theory and DCCW, offering insights into how systemic and interpersonal dynamics shape educational experiences. Implications are discussed for both deaf education and interpreter education communities.
Where are we in family-centered intervention? Parental experiences of DHH children.
Doğan M, Kılıç M, Bekar R
J Deaf Stud Deaf Educ · 2025 Dec · PMID 41474137 · Publisher ↗
There are global initiatives aimed at improving the quality of Family-Centered Early Education (FCEE) for deaf and hard-of-hearing (DHH) children and their parents. This study aims to examine the FCEE practices provided...
There are global initiatives aimed at improving the quality of Family-Centered Early Education (FCEE) for deaf and hard-of-hearing (DHH) children and their parents. This study aims to examine the FCEE practices provided to parents of DHH children aged 0-3 in Türkiye based on parental experiences. Employing a sequential explanatory mixed methods design, data were collected from 268 parents in the quantitative phase and 10 in the qualitative phase through the FCEE-DHH Survey, semi-structured interviews, and information form. Descriptive analyses were conducted, with qualitative findings elaborating on the quantitative results. Findings were categorized into four dimensions: information, guidance, intervention, and assessment. Results indicated that parents primarily relied on internet sources and peer networks to address informational needs. For guidance, limited access to psycho-social support and a lack of attention to parents' emotional needs were reported. Intervention practices were predominantly child-centered with minimal parental involvement. The absence of a systematic assessment led to unrealistic expectations regarding children's development. These results underscore the need for comprehensive, interdisciplinary FCEE programs in Türkiye supported by legal frameworks and integrated service policies.
Women's way of leading-deaf led and community rooted.
Thibodeau R
J Deaf Stud Deaf Educ · 2025 Dec · PMID 41432644 · Publisher ↗
Deaf women's leadership challenges dominant models of authority by centering relational trust, cultural fluency, and community care. Based on survey and interview insights, it highlights themes of trailblazing, self-auth...
Deaf women's leadership challenges dominant models of authority by centering relational trust, cultural fluency, and community care. Based on survey and interview insights, it highlights themes of trailblazing, self-authored roles, intersectional barriers, and leadership bias. Deaf women reclaim leadership through language and identity as sources of visibility and power. Their experiences reveal systemic barriers such as sexism, audism, tokenism, intra-community critique, as well as sustaining values of resilience, mentorship and collective celebration, urges for investment in Deaf-led mentorship, and sustainable scaffolding.
A call to action: more parent-child interaction research within daily routines!
Curtin M, Dirks E, Szarkowski A
J Deaf Stud Deaf Educ · 2026 Jul · PMID 41402989 · Full text
Parent-child interaction (PCI) is known to be a suportive predictor of child developmental outcomes. PCI is a 2-way, connected exchange where, particularly in infancy, the child is the agent of the interaction, initiatin...
Parent-child interaction (PCI) is known to be a suportive predictor of child developmental outcomes. PCI is a 2-way, connected exchange where, particularly in infancy, the child is the agent of the interaction, initiating with eye gaze, action, emotion, and/or language, and the parent adapts their communication and interactional style in order to attune to and respond to their child. The research objectives of this study were informed by a group of hearing parents of deaf and hard-of-hearing (DHH) children. Whereas much of the literature examining PCI involves observations of parents/caregivers interacting with their children during play or book reading, these parents noted that PCI happens throughout the day; therefore, guidance and support to promote PCI during daily routines (i.e., repeated routines in care, hygiene, and nutrition) would also be useful. A systematic review aimed to identify and synthesize all academic papers assessing PCI with DHH children aged 0-3 within daily routine activities at home (i.e., activities outside of play or book reading). Severely limited results led to a 4-point Call to Action for researchers in the field: (1) examine PCI in daily routines; (2) capture PCI using video; (3) recruit diverse participant groups; and (4) report explicitly.
This is our rhythm: academic becoming and realignment in deaf space.
De Meulder M, Murray JJ, Kusters A
J Deaf Stud Deaf Educ · 2025 Dec · PMID 41359439 · Full text
Deaf scholars have long worked at the margins of academic institutions not designed for them. Designated deaf academic spaces-where deaf ways of knowing, teaching, and communicating are centered-remain rare. This study e...
Deaf scholars have long worked at the margins of academic institutions not designed for them. Designated deaf academic spaces-where deaf ways of knowing, teaching, and communicating are centered-remain rare. This study explores what becomes possible when such a space exists, presenting Dr Deaf as a case study. Drawing on interviews with participants and teachers, we show how deaf epistemologies and pedagogies are enacted through cross-stage responsibility and academic becoming through re-alignment of deaf participants and teachers. We also identify a distinct deaf rhythm that emerges in this space. At the same time, we recognize that these practices are not experienced or valued equally by all participants and teachers: needs, priorities, and ways of engaging differ, and Dr Deaf's approaches may not resonate for all. Yet its values offer a flexible framework for imagining and sustaining other deaf academic and broader educational spaces.
Psychological resilience impact career exploration and decision-making self-efficacy through hope.
Bu X, Du Y, Guo L … +3 more , Zeng T, Zhang Y, Li H
J Deaf Stud Deaf Educ · 2025 Dec · PMID 41307558 · Publisher ↗
This study examined the effects of psychological resilience on career exploration and decision-making self-efficacy in deaf or hard-of-hearing (DHH) college students, and explored the mediating role of hope. A sample of...
This study examined the effects of psychological resilience on career exploration and decision-making self-efficacy in deaf or hard-of-hearing (DHH) college students, and explored the mediating role of hope. A sample of 356 Chinese DHH college students aged 18-27 years (mean age = 21.23; SD = 1.66) participated in this study and completed measurements about psychological resilience, hope and career exploration and decision self-efficacy. The results showed that psychological resilience positively associated with career exploration and decision-making self-efficacy. Agency thinking mediated the relationship between psychological resilience and career decisional self-efficacy, while pathway thinking mediated the relationship between psychological resilience and career decisional coping efficacy. These results indicated that the confidence of DHH college students in career exploration and decision-making can be built by developing their internal resources.
Bridging gaps in deaf epistemology: exploring deaf narratives and perspectives.
Budidharma CS
J Deaf Stud Deaf Educ · 2025 Nov · PMID 41307556 · Publisher ↗
Deaf epistemology, which focuses on the unique ways deaf individuals navigate and experience the auditory world, has become a critical area of study in recent years, particularly in the U.S. This literature review explor...
Deaf epistemology, which focuses on the unique ways deaf individuals navigate and experience the auditory world, has become a critical area of study in recent years, particularly in the U.S. This literature review explores key themes in deaf U.S. epistemology, focusing on the comparison between traditional (hearing-centered) epistemology and deaf epistemology, as well as the influences of identity, culture, and sign language. Findings reveal that deaf epistemology in the U.S. is deeply shaped by identity, cultural pride, Deafhood, and the recognition of American Sign Language and situated homecoming, raising questions about how deaf experiences contribute to knowledge. These findings suggest that it may be useful to explore the concept of deaf epistemology in countries such as Indonesia, where historical context, Indonesian Sign Language (Bisindo), identity, and culture have developed under different social and political conditions. This review seeks to use the U.S. deaf epistemology framework to investigate how a distinct deaf Indonesian epistemology might emerge, given the challenges of language suppression, limited educational access, and the struggle for recognition of Bisindo. This work contributes to ongoing advocacy for the recognition of Bisindo and deaf culture in Indonesia, providing a foundation for future research on how deaf Indonesians construct knowledge in their own cultural context.
Why learn sign language? Medical influence on hearing parents decisions.
Sánchez Herrera C, Lissi MR, Álvarez MA
J Deaf Stud Deaf Educ · 2025 Nov · PMID 41263780 · Publisher ↗
Early access to sign language is considered fundamental for the development of deaf children; however, around 90% of them are born in hearing families who do not know this language. As a result, early language developmen...
Early access to sign language is considered fundamental for the development of deaf children; however, around 90% of them are born in hearing families who do not know this language. As a result, early language development of deaf children can be profoundly affected by their lack of exposure to an accessible language. This study sought to examine how hearing parents of deaf children relate to sign language and the process of learning it. A descriptive, analytical, and relational study was conducted, following a qualitative approach based on Grounded Theory. Interviews to 13 parents of two schools for deaf children in Chile were transcribed and analyzed, using open and axial codification strategies. Emerging codes were grouped into four main categories: parents' experiences related to medical diagnosis, school experiences, sign language learning, and communication. Diagnosis is described as a moment of emotional shock, in which parents are faced with a medical approach toward deafness that excludes sign language. The school for the deaf is fundamental in sign language learning, and parents reach different levels of competency in it. We suggest incorporating a social approach to deafness upon diagnosis and providing interdisciplinary support for parents so they may learn about the Deaf community and begin learning sign language sooner.
The voice within: an online ethnography on the experiences of Deaf students in a public high school in the Philippines during the COVID-19 pandemic.
Reginio MKP
J Deaf Stud Deaf Educ · 2025 Nov · PMID 41263767 · Publisher ↗
This online ethnography narrates the learning experiences of Deaf students in a public high school in Quezon City, Philippines, and the institutional factors that affected the learning processes and deliveries for Deaf s...
This online ethnography narrates the learning experiences of Deaf students in a public high school in Quezon City, Philippines, and the institutional factors that affected the learning processes and deliveries for Deaf students during the COVID-19 pandemic. Deaf students encountered various difficulties during the 2 years of online learning: (a) intermittent internet connection, (b) hearing-centric class discussions, (c) failure of teachers and parents to accommodate Deaf students' needs, (d) discriminatory acts against Deaf students, and (e) the inferior societal regard for Deaf individuals and their community. Guided by the principles of critical ethnography and utilizing online ethnography, this study affirmed that the Filipino Deaf community remains a linguistic minority and marginalized community. However, while societal processes are mostly dominated by hearing communities' ideologies, the visual meaning-making-the process of encoding and decoding signs visually-and the unique assemblage of Deaf students' community are ever present and visible despite the physical separation brought about by the pandemic.
Experiences who are d/Deaf and queer individuals: a systematic review and meta-synthesis.
Murphy K, Dahlenburg SC
J Deaf Stud Deaf Educ · 2026 Jul · PMID 41259224 · Full text
The current systematic review and meta-synthesis investigated the experiences of Deaf queer people, specifically, how identities in this population shift dynamically in response to their dual marginalization. Data were e...
The current systematic review and meta-synthesis investigated the experiences of Deaf queer people, specifically, how identities in this population shift dynamically in response to their dual marginalization. Data were extracted from 27 qualitative studies, with a sample total of 176 participants. Synthesis was influenced by the Model of Multidimensional Identities to frame resulting categories and themes. Four categories were developed from the data: (1) institutional contributors to identity salience, (2) cultural moderators of institutional neglect, (3) resistance to double exclusion through community, and (4) personal navigation of a contested body. The findings capture a picture of complex discrimination, where identities are largely shaped by society's preconceived prejudices, community, and language access.
A Teacher Training Program: Early intervention for deaf/hard of hearing children.
Ertürk Mustul E, Turan Z, Uzuner Y
J Deaf Stud Deaf Educ · 2026 Jul · PMID 41259223 · Publisher ↗
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 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.
Reframing language decisions for d/Deaf children through family language policy.
E McMenamin K
J Deaf Stud Deaf Educ · 2025 Nov · PMID 41259219 · Publisher ↗
For families of deaf children, early language planning is often shaped by high-pressure decisions and conflicting professional advice. This brief introduces Family Language Policy (FLP) as a practical, strengths-based fr...
For families of deaf children, early language planning is often shaped by high-pressure decisions and conflicting professional advice. This brief introduces Family Language Policy (FLP) as a practical, strengths-based framework for supporting communication decisions following cochlear implantation. Rather than framing oral and visual languages as competing approaches, FLP acknowledges the diverse values, beliefs, and contexts that shape each family's choices. Drawing on bilingualism research and findings from (McMenamin, 2019) this article highlights that developmental outcomes are not determined by modality, but by consistent access to rich language input. Key recommendations include recognizing the impact of access to Deaf cultural resources, supporting hearing parents learning visual language, and engaging families in reflective, values-aligned planning. By shifting focus from prescriptive outcomes to meaningful participation and identity, FLP offers a way forward that respects family agency and promotes language development across modalities.
A first description of Auslan handshapes used by young children.
West E, Dettman S
J Deaf Stud Deaf Educ · 2026 Jul · PMID 41251499 · Full text
To provide a first description of Australian Sign Language (Auslan) handshapes, the signed productions of 44 children aged 3.0-6.8 years were documented using a new approach, the "Handshape Analysis Recording Tool" (HART...
To provide a first description of Australian Sign Language (Auslan) handshapes, the signed productions of 44 children aged 3.0-6.8 years were documented using a new approach, the "Handshape Analysis Recording Tool" (HART) across a 2-year period. This yielded a corpus of 3,166 signs and 3,849 individual handshape tokens. The frequency, accuracy, and relative impact on communication were calculated for each handshape. The overall Auslan handshape accuracy was 90.5%. The most frequent Auslan handshapes were B, 1, S, 5, and Bent 5, and these were produced with 89%-94% accuracy. This level of handshape accuracy was high compared to past reports for American Sign Language (ASL) and British Sign Language (BSL). The most frequent and accurate Auslan handshapes only partially overlapped with previous ASL and BSL research, suggesting that early handshape repertoires may be specific to particular sign languages.
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