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Journal articles on the topic 'Deaf Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Thumann-Prezioso, Carlene. "Deaf Parents' Perspectives on Deaf Education." Sign Language Studies 5, no. 4 (2005): 415–40. http://dx.doi.org/10.1353/sls.2005.0020.

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2

Hoffman, Dan, and Jean F. Andrews. "Why Deaf Culture Matters in Deaf Education." Journal of Deaf Studies and Deaf Education 21, no. 4 (2016): 426–27. http://dx.doi.org/10.1093/deafed/enw044.

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3

Storbeck, Claudine, and David Martin. "South African Deaf Education and the Deaf Community." American Annals of the Deaf 155, no. 4 (2010): 488–90. http://dx.doi.org/10.1353/aad.2010.0034.

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4

Pribanić, Ljubica. "Sign Language and Deaf Education." Investigating Understudied Sign Languages - Croatian SL and Austrian SL, with comparison to American SL 9, no. 1-2 (2006): 233–54. http://dx.doi.org/10.1075/sll.9.1.12pri.

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Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better

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5

Rinčić, Iva, and Amir Muzur. "Deaf education in Croatia." Croatian Medical Journal 54, no. 1 (2013): 89–90. http://dx.doi.org/10.3325/cmj.2013.54.89.

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6

Lumby, J. "Education of the deaf." Medical Journal of Australia 145, no. 10 (1986): 552. http://dx.doi.org/10.5694/j.1326-5377.1986.tb139489.x.

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7

Roberson, Len, and Sherry Shaw. "Reflections on Deaf Education: Perspectives of Deaf Senior Citizens." Educational Gerontology 41, no. 3 (2014): 226–37. http://dx.doi.org/10.1080/03601277.2014.951194.

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8

Lawyer, Gloshanda. "Deaf Education and Deaf Culture: Lessons from Latin America." American Annals of the Deaf 162, no. 5 (2018): 486–88. http://dx.doi.org/10.1353/aad.2018.0006.

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9

Potier, Katie R., and Heidi Givens. "Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework Toward Deaf Education Reform: Perspectives From Teachers of the Deaf." American Annals of the Deaf 168, no. 1 (2023): 102–27. http://dx.doi.org/10.1353/aad.2023.a904169.

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Abstract: In U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's Fundamentals of Defectology (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current remedial special education model. We explore our experience as teachers of the deaf to analyze the current state of deaf education, synthesizing two core areas of Vygotskian research—sociocultural theory and deaf pedagogy—and applying them within a framewo

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10

Wolbers, Kimberly, Leala Holcomb, and Laura Hamman-Ortiz. "Translanguaging Framework for Deaf Education." Languages 8, no. 1 (2023): 59. http://dx.doi.org/10.3390/languages8010059.

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In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is designed to support educators to approach language use and users from an asset-oriented perspective. In line with this stance, the TFDE validates the linguistic resources deaf students bring to the classroom and encourages students’ full use of their

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11

Paiva, Antônia Jaqueline Vitor de, Adriano Teixeira de Oliveira, Ariany Rabello da Silva Liebl, et al. "Environmental education for deaf people in special education: systematic review." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 17, no. 13 (2024): e13577. https://doi.org/10.55905/revconv.17n.13-201.

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Environmental education aimed at deaf students in special education is a subject that is little discussed. This work aimed to conduct a systematic review to identify scientific works that address the environmental education of deaf students in special education. Following the research question's methodology, define the search sources (CAPES Periodicals Portal and BDTD). In addition to defining the research period (2000 to 2022) and designating the search springs. To conclude, the exclusion and inclusion criteria were defined as Environmental Education approaches with deaf students from special

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12

SANTOS, Miquéias Ambrósio dos, FILHO João Bernardes da ROCHA, and Emanuella Silveira VASCONCELOS. "DEAF EDUCATION: TRAJECTORY AND PERSPECTIVES IN LEGISLATION." Boletim de Conjuntura (BOCA) 13, no. 39 (2023): 73–89. https://doi.org/10.5281/zenodo.7700332.

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Knowing the trajectory and current perspectives in the legislation on the education of the deaf was the general objective that guided the research. Through a bibliographic review, visits to websites and an interview with the director of the Center for Assistance to People with Deafness-CAS/RR, we sought to achieve the proposed objective. We conclude that in general, society has to recognize the deaf as citizens who have their own language and rich in all its aspects, such as the Portuguese language. That there is specific legislation that guarantees the right to education, health and specializ

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13

Magongwa, Lucas. "Deaf Education in South Africa." American Annals of the Deaf 155, no. 4 (2010): 493–96. http://dx.doi.org/10.1353/aad.2010.0042.

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14

Collins, M. T. "History of Deaf-Blind Education." Journal of Visual Impairment & Blindness 89, no. 3 (1995): 210–12. http://dx.doi.org/10.1177/0145482x9508900304.

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15

Haywood, H. Carl, Jane Towery-Woolsey, Ruth Arbitman-Smith, and Ann H. Aldridge. "Cognitive education with deaf adolescents." Topics in Language Disorders 8, no. 4 (1988): 23–40. http://dx.doi.org/10.1097/00011363-198809000-00004.

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16

Stewart, David A., and M. Kathleen Ellis. "Physical Education for Deaf Students." American Annals of the Deaf 144, no. 4 (1999): 315–19. http://dx.doi.org/10.1353/aad.2012.0285.

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17

Adler, H. J. "Early Education of the Deaf." Science 279, no. 5357 (1998): 1611l—1611. http://dx.doi.org/10.1126/science.279.5357.1611l.

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18

Williams, Chris. "Deaf not Daft: the Deaf in Mental Subnormality Hospitals." British Journal of Special Education 9, no. 2 (2007): 26–28. http://dx.doi.org/10.1111/j.1467-8578.1982.tb00546.x.

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19

Ziadat, Ayed Hanna, and Azeez Ahmad Al Rahmneh. "The learning, social, and economic challenges facing the deaf and hearing-impaired individuals." Cypriot Journal of Educational Sciences 15, no. 5 (2020): 976–88. http://dx.doi.org/10.18844/cjes.v15i5.5130.

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The research aimed to identify the education, social, and economic challenges facing deaf and hearing-impaired individuals, the research based on a descriptive approach to suites the research objective. sample of the research consists of (105) from both deaf and hearing-impaired individuals in Al Balqa governorate selected by a convenient method and the results showed that the education, social, and economic challenges facing the deaf and hearing-impaired individuals were in the medium level. The social challenges facing hearing impaired are lack of engagement in social activity, fear to deal

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20

Tiktin, Kenneth B. "Evaluating the State-Ofthe-Art in Deaf Education: the Commission On Education of the Deaf." Journal of Childhool Communication Disorders 11, no. 2 (1988): 235–42. http://dx.doi.org/10.1177/152574018801100201.

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21

Pribanić, Ljubica. "Sign Language and Deaf Education: A new tradition." Sign Language and Linguistics 9, no. 1-2 (2006): 233–54. http://dx.doi.org/10.1075/sll.9.1-2.12pri.

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Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better

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22

Howerton-Fox, Amanda, and Jodi L. Falk. "Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education." Education Sciences 9, no. 2 (2019): 133. http://dx.doi.org/10.3390/educsci9020133.

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used

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23

Christie, K. "DEAF THEIRS, DEAF OURS: The Deaf Way II Reader--Perspectives from the Second International Conference on Deaf Culture." Journal of Deaf Studies and Deaf Education 13, no. 2 (2007): 301. http://dx.doi.org/10.1093/deafed/enm049.

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24

Reagan, Timothy, Paula E. Matlins, and C. David Pielick. "Deaf Epistemology, Sign Language and the Education of d/Deaf Children." Educational Studies 57, no. 1 (2021): 37–57. http://dx.doi.org/10.1080/00131946.2021.1878178.

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25

Lytle, Richard R., Kathryn E. Johnson, and Yang Jun Hui. "Deaf Education in China: History, Current Issues, and Emerging Deaf Voices." American Annals of the Deaf 150, no. 5 (2005): 457–69. http://dx.doi.org/10.1353/aad.2006.0009.

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26

Lostroh, Diane. "Environmental Education Education and Self-concept: A Focus on Deaf Students (E.E. and the Deaf Self-concept)." Australian Journal of Environmental Education 11 (1995): 59–71. http://dx.doi.org/10.1017/s0814062600002974.

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To date there is a lack of research literature which indicates how environmental education is best implemented for people with a hearing loss and the contributions environmental education can make to their education and personal development. This research study focuses on environmental education for deaf students, taking into account low self-concept experienced by deaf individuals.It should be noted that the terms ‘deaf’ and/or ‘hearing-impaired’ are used by authors for their descriptions of people with a hearing loss. These terms may be distinguished as follows: The generic term hearing impa

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27

Shantie, Courtney, and Robert J. Hoffmeister. "Why Schools for Deaf Children Should Hire Deaf Teachers: A Preschool Issue." Journal of Education 182, no. 3 (2000): 42–53. http://dx.doi.org/10.1177/002205740018200304.

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First languages are assumed to be learned in the home. Since 90 to 97 percent of Deaf children are born to hearing parents who do not know American Sigh Language (ASL), their first exposure to ASL will be in the school setting. Deaf children will spend approximately 50 percent of their waking hours with teachers, who are their main language models. However, a substantial number of teachers of the Deaf report that they learned to sign from their students, only 45 percent of teachers claim they can sign as well as their students, and only 33 percent claim to understand their student's signing as

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28

McDermid, Campbell. "Educational Interpreters, Deaf Students and Inclusive Education?" Turkish Journal of Special Education 1, no. 2019-V1-I1 (2020): 27–46. http://dx.doi.org/10.37233/trsped.2020.0107.

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A review of the literature was conducted to consolidate the findings of numerous studies concerning the efficacy of including a Deaf student in a regular classroom environment with a sign language interpreter. Numerous challenges were identified including a lack of appropriate qualifications in many educational interpreters, such as fluency in sign language, class content, and ability to interpret accurately. A number of recommendations were noted in the literature like the need to shift paradigms from Deaf students as disabled to Deaf Gain, which includes respect for the culture, language and

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29

Duncan, Jill. "Defining exemplary service in deaf education." Deafness & Education International 24, no. 3 (2022): 201–2. http://dx.doi.org/10.1080/14643154.2022.2109312.

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30

Rout, Michael J., and Magdalene C. Cloete. "Architectural Considerations towards Improving Deaf Education." International Journal of Technology and Inclusive Education 11, no. 1 (2022): 1717–26. http://dx.doi.org/10.20533/ijtie.2047.0533.2022.0212.

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31

Grushkin, Donald A. "A Jujitsu Move on Deaf Education?" American Annals of the Deaf 166, no. 3 (2021): 424–27. http://dx.doi.org/10.1353/aad.2021.0028.

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32

Nugroho, Puguh Setyo, Agustinus Agustinus, William William, Eko Budi Siswidiyanto, Nur Rohmah, and Zakiyatul Faizah. "NATURAL DEAF EDUCATION FOR THE COMMUNITY." Jurnal Layanan Masyarakat (Journal of Public Services) 6, no. 1 (2022): 69–76. http://dx.doi.org/10.20473/jlm.v6i1.2022.69-76.

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Congenital deafness will impact the quality of life of affected individuals if they do not obtain early detection and intervention. Socialization of congenital deafness is needed, thereby the community can engage in early detection and intervention efforts. Socializing about the early detection and intervention of congenital deafness. Educational activities are carried out with counseling using the lecture method, discussion, and pretest and posttest. The average pretest result was 62.03 (± 11.51) and the posttest average was 88.39 (± 13.41). Based on the comparison between the pretest and pos

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33

Polich, L. "Education of the Deaf in Nicaragua." Journal of Deaf Studies and Deaf Education 6, no. 4 (2001): 315–26. http://dx.doi.org/10.1093/deafed/6.4.315.

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34

Bernhardt, Kristina. "Extending Language Deprivation to Deaf Education." Journal of Deaf Studies and Deaf Education 25, no. 3 (2020): 377. http://dx.doi.org/10.1093/deafed/enz055.

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35

Napoli, Donna Jo, and Rachel Louise Sutton-Spence. "Deaf children, humor and education policy." Revista Educação Especial 32 (October 22, 2019): 95. http://dx.doi.org/10.5902/1984686x38114.

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36

Jones, Lesley. "Deaf Students in Post-secondary Education." Disability, Handicap & Society 8, no. 2 (1993): 230–32. http://dx.doi.org/10.1080/02674649366780241.

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37

Joseph, Jennifer Morrone. "Peer Education and the Deaf Community." Journal of American College Health 41, no. 6 (1993): 264–66. http://dx.doi.org/10.1080/07448481.1993.9936339.

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38

Magrath, Douglas R. "ESL and Deaf Education: Mutual Needs." Foreign Language Annals 18, no. 6 (1985): 497–99. http://dx.doi.org/10.1111/j.1944-9720.1985.tb00988.x.

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39

Maxwell, Madeline M. "Ethnography & Education of Deaf Children." Sign Language Studies 1047, no. 1 (1985): 97–108. http://dx.doi.org/10.1353/sls.1985.0003.

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40

Drasgow, Erik. "Bilingual/Bicultural Deaf Education: An Overview." Sign Language Studies 1080, no. 1 (1993): 243–66. http://dx.doi.org/10.1353/sls.1993.0004.

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41

Humphries, Tom (Tom L. )., and Bobbie M. Allen. "Reorganizing Teacher Preparation in Deaf Education." Sign Language Studies 8, no. 2 (2008): 160–80. http://dx.doi.org/10.1353/sls.2008.0000.

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42

Hopwood, Vicky. "Book Review: Issues in deaf education." Child Language Teaching and Therapy 16, no. 1 (2000): 87–88. http://dx.doi.org/10.1177/026565900001600107.

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43

Swanwick, Ruth. "Deaf children's bimodal bilingualism and education." Language Teaching 49, no. 1 (2015): 1–34. http://dx.doi.org/10.1017/s0261444815000348.

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This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the

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44

Andrews, Jean F., and Gabriel Martin. "Hopwood, Affirmative Action, and Deaf Education." American Annals of the Deaf 143, no. 4 (1998): 305–13. http://dx.doi.org/10.1353/aad.2012.0055.

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45

Olson, Jack R. "Project IDEA: International Deaf Education Association." American Annals of the Deaf 134, no. 5 (1989): 338–40. http://dx.doi.org/10.1353/aad.2012.0527.

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46

Arssi, Abdelaziz, and Otmane Omari. "Overview of Deaf Education in Morocco." International Journal of Modern Education and Computer Science 16, no. 3 (2024): 86–100. http://dx.doi.org/10.5815/ijmecs.2024.03.07.

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47

Fischer, S. D. "Ringo and mikan: deaf vs. Deaf in Japan." Journal of Deaf Studies and Deaf Education 13, no. 1 (2007): 152. http://dx.doi.org/10.1093/deafed/enm040.

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48

Lieberman, Lauren J., Lori Volding, and Joseph P. Winnick. "Comparing Motor Development of Deaf Children of Deaf Parents and Deaf Children of Hearing Parents." American Annals of the Deaf 149, no. 3 (2004): 281–89. http://dx.doi.org/10.1353/aad.2004.0027.

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49

McKay-Cody, Melanie. "Multiply Marginalized: Indigenous Deaf Students’ Experiences in Higher Education." JCSCORE 6, no. 1 (2020): 100–101. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.100-101.

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While there is a body of literature about the experiences of Indigenous college students, there is a complete lack of research on Indigenous Deaf college students (enrolled in either traditionally Deaf colleges, predominantly hearing colleges, or a combination of both). The question remains, what college experiences are Indigenous Deaf students having? This signed (American Sign Language) academic video-article examines the lived experience of ten Indigenous Deaf college students. In this study, these students’ experiences are viewed through the Indigenous Deaf Methodologies framework coined b

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50

O’Brien, Dai. "Mapping deaf academic spaces." Higher Education 80, no. 4 (2020): 739–55. http://dx.doi.org/10.1007/s10734-020-00512-7.

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