ABSTRACT Most studies on students’ motivation in science have been conducted among hearing populations, while research involving Deaf and Hard-of-Hearing (DHH) students remains limited. The present study aimed to explore the motivation of DHH students toward science learning at Wangsel Institute for the Deaf (WID) to provide baseline data to inform educational practices and enhance learning outcomes. Adopting a cross-sectional survey design, the study employed the Science Motivation Questionnaire II (SMQ-II) to investigate DHH students’ motivation in science. The sample comprised 51 DHH students (27 boys and 24 girls), aged 13–28 years, from classes 5–12. The applicability and validity of the SMQ-II for DHH students were examined through content validity index (CVI) analysis, inter-scale correlations, and internal consistency reliability analysis. Upon establishing validity, further analyses were conducted to measure motivation levels across SMQ-II constructs. Overall, DHH students demonstrated a moderate level of motivation, with mean scores ranging from 2.16–2.86 (SD = 0.74-0.94) on a 0–4 scale. Gender-based comparisons revealed that boys exhibited higher motivation across all constructs than girls. Similarly, secondary-level students showed higher motivation compared to those in lower grades.

ABSTRACT Ninety-five percent of Deaf children have hearing parents. This study used an Interpretative Phenomenological Analysis (IPA) approach to examine how six Deaf adults from hearing families in Australia and New Zealand made sense of their childhood experiences, focusing on the early absence and later presence of Deaf role models (DRMs). Five Group Experiential Themes (GETs) were identified: sadness, aloneness, and redefining self; gratitude and acceptance; communication and connection; diversity and intersectionality; and giving forward. Findings highlight the profound impact of language access and shared cultural experience in fostering connection and belonging, while also revealing the emotional consequences of early isolation and delayed identity development. Participants described processes of meaning-making through comparison (e.g. self versus others, past versus present), leading to both grief and gratitude. Importantly, the presence of DRMs (albeit encountered later in life) was described as transformative, enabling participants to reframe their identities, embrace diversity within the Deaf community, and develop a strong commitment to advocacy and mentorship. These findings underscore the critical importance of early, meaningful access to DRMs for Deaf children and their families, with implications for educational practice, family-centred early intervention and support services, and policy development.

ABSTRACT Within the fields of deaf and multilingual education, researchers recommend using culturally and linguistically responsive teaching (CLRT) strategies with students who are Deaf, deaf, or hard of hearing multilingual learners (DML; learners who come from homes where their parents/caregivers use a language different from the dominant language of their residing country.) An international group of researchers, across three countries, conducted interviews with seven teachers working with DMLs in differing school contexts to increase clarity regarding what CLRT strategies are, how they look in practice, and how we can better encourage their utilisation. The goals of this research study were to understand: (a) teachers’ understanding and perspectives of CLRT strategies and cultural competence; (b) how teachers’ meet the culturally and linguistically responsive needs of their students (c) what CLRT strategies teachers are using in their practice, and (d) how teachers overcome obstacles to meet their learners’ needs. Data from the interviews were analysed using thematic analysis with triangulation across three researchers and agreement from the entire international research team. Overlapping themes from the interviews included learning different cultural values and practices, establishing a safe and accessible environment, connecting with families, collaboration among professionals, and the need for professional development in the areas of CLRT practices in the field of Deaf Education. Discussion of themes across settings and countries is provided to better understand the teachers’ perspectives and how educators can best support DML and their families during their school years.

ABSTRACT This article explores the processes of identity formation among Hungarian Deaf youth in Romania, focusing on the role of school socialisation in shaping a sense of ethnic and Deaf belonging. Analytically, we draw on Social Identity Theory’s (SIT) core processes (social categorisation, social identification, and social comparison) and on an intersectional understanding of multiple-minority positioning to interpret identity negotiations across school settings. Drawing on a qualitative research design supplemented by survey data, the study examines how everyday interactions, institutional norms, and language use contribute to complex experiences of identification among Deaf students. Findings demonstrate that schooling functions both as a site of cultural reproduction and as a context for negotiating linguistic and ethnic boundaries, with students creatively adapting and contesting the norms imposed upon them. The analysis reveals the contingent and layered nature of identity construction, showing how Deaf youth articulate a hybrid subjectivity shaped by both their ethnic Hungarian background and their experiences as members of the Deaf community. The article contributes to broader discussions in Deaf studies and minority education by emphasising the importance of conceptual precision around identity labels and language practices in understanding identity formation.

ABSTRACT This study, conducted in the province of Québec (Canada), aimed to explore the communication and learning needs of deaf and hard-of-hearing (DHH) adolescents in mainstream secondary schools, as perceived by health and education professionals. Five focus groups were conducted via videoconference with 20 professionals working with DHH students (e.g. audiologists, special education teachers, speech-language pathologists, and interpreters). The data were analysed using a thematic analysis approach. Four themes were identified regarding the needs that professionals consider important to address in order to support communication and learning among DHH students in mainstream secondary schools: (1) the need for DHH students to be treated like other students; (2) the need for DHH students to evolve in an environment where school staff are aware of the impacts of deafness; (3) the need for DHH students for the presence of a supportive adult at school; and (4) the ongoing needs of DHH students regarding language, learning, and access to services. Based on these findings, insights are proposed to support communication and learning among DHH adolescents.

ABSTRACT Early Deaf adult support services are essential for families with Deaf children. The 2017 reauthorised Early Hearing Detection and Intervention (EHDI) Act called for programs to strengthen Deaf adult supports. In 2020, federally funded Early Intervention programs across the United States were required to increase enrollment in Deaf adult-to-family support services by 10% and ensure access no later than the child’s ninth month of age. However, this timing appears arbitrary, as there are no published data on parents’ preferred timing. This paper presents findings from a cross-sectional survey examining when parents were offered services from Deaf adults and their preferred timing for receiving these services. The survey was completed by 129 hearing parents with Deaf children from the United States: 94 whose children were eligible for early intervention before 2020 and 35 whose children became eligible in 2020 or later. Deaf adult-to-family support services increased after 2020, and parents indicated they preferred these services earlier than offered, specifically within three months of identification. Findings suggest that offering Deaf adult-to-family support services by nine months of age is too late and does not reflect parent preference for earlier support. We recommend revisiting current policy and training professionals to increase support from Deaf adults earlier.

ABSTRACT In an effort to advance on a real educational inclusion in Chile, the School Integration Program (Programa de Integración Escolar, PIE) has been implemented with the stated aim of promoting school inclusion through the establishment of support and collaboration processes that remove barriers within the school context. This qualitative study describes and analyzes the actions undertaken in schools that implement PIE for deaf students, focusing on the dimensions of cultures, policies, and practices that support inclusion. Semi-structured interviews were conducted with five professionals (two program coordinators and three special education teachers) from three schools in the Metropolitan Region. The findings reveal that, although policies ensure the presence of deaf students, effective participation and learning depend on sustained strategies that cultivate inclusive school cultures and pedagogical practices. The study contributes to scholarship by deepening understanding of how inclusion policies are enacted in daily school practices, and to educational practice by highlighting actionable approaches for developing coherent, sustainable inclusion processes in Chilean schools.

ABSTRACT Recent increases in deaf migration to Austria have highlighted the need for a deeper understanding of the social and linguistic realities of deaf migrant signers. Using video data, this study examines the use of non-ÖGS (Austrian Sign Language) resources and performance on two competence scales and analyses how these practices and competencies relate to participants’ linguistic backgrounds. The findings reveal the impact of the overall amount and nature of signed input throughout life, emphasising the importance of individualised intervention measures. This underscores the need for linguistically and culturally sensitive training for professionals working with deaf migrants, ensuring they can address the varying needs of this population. Challenging traditional notions of proficiency, the study calls for a more nuanced approach to understanding and supporting the language development of deaf migrant signers.