Deaf Education Research Articles

Marcadores culturais surdos na escola: da afirmação cultural à reforma da escola

The (dis)consideration of deaf cultural markers in educational processes and practices can (dis)qualify the training paths of deaf people. In this article, we analyze the place of deaf cultural markers in school, in an exercise that establishes intersections between the perspectives and practices of educational actors regarding the presence/absence of these markers in school and their effects on deaf education. Data collection, guided by an observation guide, consisted of observing the school environment of a reference school in bilingual education for the deaf in Mozambique, for two years. During this period, we established ethnographic conversations with school managers, teachers, education assistants, deaf and hearing students. The results indicate that the school, while facing challenges, encourages the circulation of deaf cultural markers. It is concluded that the presence of these markers at school contributes to the construction of a sense of community belonging, affirmation of deaf identity and the rooting of deaf culture at school.

Effect of positive behavioral intervention on achievement goal orientation in hard-of-hearing students

ABSTRACT Goal orientation and Positive Behavioral Intervention and Support (PBIS) are crucial in daily life. This study aimed to explore the effect of PBIS on achievement goal orientation in hard-of-hearing students. The present research was a semi-randomized controlled trial design. Thirty hard-of-hearing students were randomly selected from Deaf Schools in Isfahan, Iran. Participants were randomly assigned to control (n = 15) or intervention (n = 15) groups. The intervention group participated in the 10-session PBIS, while the control group did not participate in the intervention. Both groups filled out the Achievement Goal Questionnaire – Revised (AGQ – R) before and after the intervention. The results of Multivariate Analysis of Covariance (MANCOVA) indicated that PBIS positively and significantly influenced achievement goal orientation subscales such as mastery-approach, performance-approach, and performance-avoidance in hard-of-hearing students (p < .001). This research suggests that PBIS can promote achievement goal orientation in hard-of-hearing students. Therefore, this intervention was feasible and acceptable to these students.

Tales of a fourth-grade nothingburger: a critical inquiry into deficit-framed research.

Deaf education research has long been preoccupied with the literacy levels of deaf students, particularly related to the idea that the average deaf high schooler graduates reading on the fourth-grade level. This statistic has been a rationale for countless interventions aimed at improving a so-called performance gap between deaf and hearing students. However, this statistic has also caused harm to deaf individuals, as research continues to frame the reading achievement of this population as a deficit in need of remediation. In this article, we performed a qualitative analysis of 14 articles published in the Journal of Deaf Studies and Deaf Education that used research on the fourth-grade reading level statistics as a basis for their work to understand the theoretical frameworks, results, implications for practice, and overall article approach of these works. We found that the majority of these works tended to use a negative, deficit framework for understanding deaf students' reading and made recommendations that maintain a hearing status quo. We close by arguing for research that adopts more revolutionary and evolutionary frameworks that challenge the status quo and support researchers in understanding deaf students' reading development separate from how it compares to hearing students.

Layers, cells, and constellations: Jon Henner's Twitter platform as crip activism.

This paper examines the role of Jon Henner's Twitter presence (@jmhenner) as a form of crip activism, exploring how he used the platform to challenge normative ideologies and advocate for justice. Henner's tweets served as a medium for public scholarship, connecting many communities and fostering dialogues on the intersection of linguistics, disability, and deaf education. His work, deeply personal and politically engaged, illustrates the potential of social media as a tool for activism and cross-community building. In this paper, we combine historical documentation, ethnopoetics, and personal reflection to honor Henner's legacy and his contributions to redefining the discourse on disability and language. We hope this paper serves as call for continued engagement with Jon, and an example of how we might, together, keep doing ``the work.''.

Enhancing Inclusive Education: The Impact of an Al-Integrated E-Learning Platform (Moodle) For Deaf and Hard-of-Hearing Students in Rwanda's Secondary Schools

This research explores the development and implementation of an Al-integrated e-learning platform (Moodle) designed to enhance inclusive education for deaf and hard-of-hearing students in Rwanda's secondary schools. Despite Rwanda's commitment to inclusive education, significant gaps remain in providing accessible education for students with hearing impairments, including insufficient specialized schools and a shortage of sign language interpreters. The study proposes a hybrid solution combining web-based and embedded systems to bridge these communication gaps. The Al-powered platform, dubbed "D-Moodle," translates spoken language into subtitles and sign language using avatar-based technology, providing real-time accessible educational content. Through a mixed-methods approach incorporating surveys, interviews, and observations across selected schools including Hope TSS, Nyabihu School for Deaf, and GS Gitebe, the research evaluates the effectiveness of the proposed platform. Findings indicate that the platform significantly enhances learning experiences by addressing key barriers such as the scarcity of trained sign language interpreters and limited access to digital resources. The system demonstrates positive impacts on student engagement, communication, and academic performance while reducing the socioeconomic burden associated with specialized education. Content adaptation strategies, focusing on multimedia integration, interactive learning activities, and personalized learning pathways. The research concludes that Al-integrated e learning significantly improves educational accessibility for students with hearing impairments, contributing to Rwanda's inclusive education goals. Recommendations include continued investment in assistive technologies, teacher training, and infrastructure development to fully integrate digital solutions into Rwanda's education system.

The role of pinyin and fingerspelling systems in Chinese deaf education: hearing educators’ perspectives

ABSTRACT Multiple studies have linked fingerspelling to literacy learning for deaf students in the US [Padden, C., & Ramsey, C. (2000). American Sign Language and reading ability in deaf children. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 165–189). Lawrence Erlbaum Associates Publishers; Stone, A., Kartheiser, G., Hauser, P. C., Petitto, L. A., & Allen, T. E. (2015). Fingerspelling as a novel gateway into reading fluency in deaf bilinguals. PloS One, 10(10), e0139610]. However, there are no significant empirical studies in China addressing the role of fingerspelling in language and literacy teaching. The Chinese context is complex. The emphasis on oral and aural philosophy plays a decisive role in Chinese Deaf education. Two types of fingerspelling systems – one-handed and two-handed – spell out Pinyin (拼音), a written phonetic system that maps Putonghua sounds to the Roman alphabet [Taylor, I. & Taylor, M. (2014). Writing literacy in Chinese, Korean, and Japanese. 2nd edition. John Benjamins Publishing Company (130-149)]. Pinyin is a standard language and literacy teaching practice with hearing children [Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of School Chinese: Implications for Learning to Read. Child Development, 74, 27–47]. This study aims to describe these fingerspelling systems, collecting hearing educators’ perspectives through semi-structured interviews. Seven hearing educators from Chinese deaf schools using fingerspelling systems were videotaped using spoken Chinese. The data were transcribed into written Chinese and English for analysis. Five themes emerged using an intrinsic case study design and thematic analysis, resulting in the core category “language versus literacy mapping tool.” Findings reveal that the role of the fingerspelling system in teaching Chinese reading and writing skills is unclear and does not meet the expectations of educators. Further research evidence is needed. Discussion, limitations, and research directions are provided.

Deaf Education in America: Examining the Shift from a Privilege to a Right

This paper explores the evolution of disability rights in the United States, particularly the history of deaf education. The research addresses the question of how deaf education in the United States has evolved from the 19th to the 20th century, providing a holistic view of the broader disability rights movement during this period. Using a combination of interviews, primary sources, and secondary sources, the paper argues that through important activism and legislation, deaf education transformed from a private burden to a public responsibility. The history of this transformation is crucial to understand, especially in the twenty-first century political landscape where the right to a free and public education for deaf people may be compromised through the dismantling of the Department of Education.

Quality of higher education and self-determination for Deaf and hard-of-hearing students in Saudi Arabia.

Quality of higher education and self-determination for Deaf and hard-of-hearing students in Saudi Arabia.

Support by Hearing Parents to Deaf Learners in Sign Language Acquisition

There has been a significant improvement in Deaf education that have occurred in the last century. Despite this improvement, deaf learners continue to face significant obstacles in their daily lives. The findings revealed that support obstacles by hearing parents to Deaf learners in sign language acquisition were enhanced by being born in a hearing family who does not have a background in sign language. In South Africa, deafness is often diagnosed only when a child is between the ages of four and eight. In most cases, a child's language capacity develops during the first two years of life. deaf children enter their first grade at a school for the Deaf with little to no sign language skills. Most deaf children of hearing parents do not have or lack linguistic input at home. Thus, if hearing parents have a deaf child, they have to learn sign language to interact with their deaf children, and usually learn sign language at the same time as their deaf children. This study adopted a qualitative method using a descriptive case study as the research design. A purposeful sampling of six Deaf learners, and their six hearing parents was included in the study. The fact that signed language has been adopted as the 12th South African official language, is a good development for the deaf. There is a dearth and less research conducted, mostly international. It is of significant to investigate further to improve sign language acquisition to Deaf learners in South Africa.

Leadership Practices of School Principals in Deaf Schools in the Gaza Governorates in Light of Positive and Motivating Environment Standards: A Case Study

The study aimed to identify the perceptions of teachers at Mostafa Sadeq Al-Rafii Secondary School for Deaf (Male Students) in the southern governorates of Gaza regarding the leadership practices of the school principal and to explore ways to develop these practices in light of the standards of a positive and motivating environment. The researchers adopted a qualitative approach using a case study methodology. Semi-structured interviews were conducted with (11) teachers at the school, in addition to in-depth interviews with (4) educational experts. Simple exploratory observation was also employed to monitor behaviors within the school. The results classified teachers' opinions into (6) key themes: (clarity of vision and objectives, exemplary leadership, fostering a culture of innovation, communication and interaction, delegation, and support and motivation). Experts’ perspectives on development strategies were also categorized into (6) core ideas: (planning, enhancing leadership capacities, achieving balanced delegation, promoting teachers' professional development, improving the school environment, and establishing partnerships). In light of these findings, the study recommends adopting the experts’ suggestions, conducting periodic follow-ups at the deaf school, encouraging the principal to refine leadership practices, and implementing activities that foster creative potential. These measures would strengthen deaf students' confidence in their academic and practical abilities and contribute to cultivating a positive and motivating environment.

IMPLEMENTING THE UNCRPD FOR DEAF OR HARD OF HEARING STUDENTS IN GREECE: BILINGUAL EDUCATION, CAREER GUIDANCE, VOCATIONAL TRAINING, VOCATIONAL REHABILITATION AND DIGITAL INCLUSION

This policy analysis examines the implementation of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in Greece, focusing on the education and vocational rehabilitation of Deaf and Hard of Hearing students. While Greece has made legislative progress in aligning with the UNCRPD, including recognizing Greek Sign Language and establishing bilingual education programs, significant gaps persist between policy and practice. The research identifies advancements in vocational training and rehabilitation services, but highlights ongoing challenges in accessibility, job market alignment, and societal awareness. Career guidance services have improved but remain hindered by resource limitations and ingrained prejudices. Digital inclusion efforts show promise but face obstacles in consistent implementation and educator training. The study also explores the National Strategy for the Rights of Persons with Disabilities 2024–2030, emphasizing its potential as a comprehensive framework to address these challenges through targeted initiatives and well-designed policy reforms.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0942/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Investigation of the Determinants of Examination Malpractice Intentions of Pre‐Service Deaf Teachers Using the Hierarchical Multiple Regression Analysis

ABSTRACTThis study examined the determinant factors of examination malpractice intentions (EMI) among pre‐service deaf students in a Nigerian teacher training college. Four (4) research questions were raised and answered in the study. Data were collected from 265 pre‐service deaf teachers using a closed‐ended questionnaire. Data generated were analysed using descriptive statistics, bivariate correlation, hierarchical multiple regression analysis, and the independent t‐test at a 0.05 level of significance. The results obtained revealed a significant inverse relationship between the academic level of pre‐service teachers and EMI among the study participants. Peer pressure was found to have the highest predictive capacity of influencing EMI, followed by academic level and study habits, respectively. There was also a moderating interaction between achievement motivation, test anxiety, and EMI among the participants. A significant difference only exists in the EMI among the participants based on gender parity and not the onset of deafness. Based on the findings, the study recommends that relevant stakeholders in deaf education and deaf studies work towards the building of self‐confidence required for academic excellence. More so, deaf students should be guided and encouraged to carefully choose friends who can positively influence their academic decisions and actions.

Enhancing Computational Thinking of Deaf Students Using STEAM Approach

Computational thinking (CT), an interrelation of skills and practices, is a crucial competency that empowers individuals to tackle logical problems, enabling them to overcome various challenges in their daily lives. To help Deaf students (those with hearing loss and using sign language for communication) enhance their CT, a STEAM learning program using a physical computing tool is proposed. The learning program composes four courses: learning concepts, implementing concepts, finding solutions to real problems and developing innovations. The program engaged Deaf students from 18 Deaf schools. It is geared towards boosting students’ CT and facilitating their capacity to devise technology-based solutions. The program measured students’ CT effectiveness based on the CT framework: concepts, practices, and perspectives. The measurement encompassed multiple-choice assessments for CT concepts, task rubrics for CT practices, and interview and invention observations for CT perspectives. The program concludes with participating in a science project competition, using a physical computing tool, called KidBright, to solve real-world issues by integrating science, mathematics, and art. After completing the learning program, Deaf students demonstrated an improved understanding of CT concepts, performing high-level CT practices, and expressing strong CT perspectives. These indicate that a STEAM learning program utilizing a physical computing tool can help Deaf students enhance their computational thinking.

Constraints hindering ICT integration among teachers in enhancing literacy and numeracy skills of learners with hearing impairments in Tanzania

Background The right to education is fundamental for all learners, including those with hearing impairments. The use of ICT makes the learning experience more attractive, accessible, and flexible for these learners. Objective The primary motivation behind this research is to identify various constraints hindering ICT integration among primary school teachers aiming to enhance literacy and numeracy skills among learners with hearing impairments. Methods A qualitative approach is employed in this study, and 10 primary school teachers who teach early-grade learners with hearing impairments were interviewed. Both purposive and convenience sampling were used to select the participants in the research. Thematic analysis was used to analyze the data using a priori technique or deductive approach from the Technology-Organization-Environment (TOE) framework. Results The findings revealed that a lack of ICT tools that support hearing-impaired learners, limited ICT tools that support individualized learning, poor support from school management for ICT facilities, the absence of a curriculum specific to hearing-impaired learners, and limited technological support infrastructure hinder effective ICT integration by teachers. Conclusions These findings highlight the need for comprehensive strategies by the government, educational authorities, and other stakeholders to effectively integrate ICT among teachers, thereby enhancing literacy and numeracy skills among learners with hearing impairment in Tanzania’s special or deaf unit primary schools.

Updates and current trends in deaf education teacher preparation programs: an update to Dolman (2010).

Deaf education teacher preparation programs (TPP) are essential for ensuring that teachers entering the classroom are equipped with the most up-to-date knowledge and skills for providing effective education to deaf and hard of hearing learners. However, research over a decade old already suggested that enrollment, graduation rates, and even numbers of programs has been on the decline even while demand for deaf education teachers remains steady. The purpose of this article was to update our current knowledge in the field of deaf education TPP, including the number of programs still operating, their student enrollment and demographics, their instructor employment, demographics, and areas of expertise. We found that despite a deep need for trained teachers, programs have continued to close since the most recent survey (completed in 2010). We also note a significant demographic mismatch between current faculty leading preparation programs, the pre-service teachers enrolled in these programs, and deaf and hard of hearing students enrolled in PK-12 schooling. These findings indicate the need to push for programs to operate despite relatively small numbers, as well as the need to purposefully recruit diverse faculty and future teachers working in deaf education classrooms.

VOCABULARY ACQUISITION IN DEAF EDUCATION: PEDAGOGICAL APPROACHES FOR SUPPORTING LEARNERS WITH HEARING IMPAIRMENTS

Hearing impairment covers many conditions and degree ranging from being hard of hearing to complete absence of aural comprehension. Niemann, Greenstein &amp; David (2004) describe the impact of a hearing impairment where a child can see people talking but cannot understand what is being said. This results in the child having difficulties understanding the world and in expressing personal needs, resulting in limited interactions and social isolation. Thus, it is important to identify the hearing impairment as early as possible; otherwise, the child will also miss out on important educational experiences (Pagliano, 2005). However, teaching vocabulary activities to students with Hearing impairment can be regarded as a struggle (Berent and Clymer, 2007). Hence, the study aimed to know the vocabulary activities employed by Special education teacher to support students with hearing impairment. This is a single holistic case study to further investigate the vocabulary activities employed by the special education teacher to successfully support the learners with hearing impairment. The special education teacher emphasized the importance of grouping vocabulary words into related ideas, using a multisensory approach to enhance comprehension and retention for students with hearing impairments. Gradually progressing from isolated words to phrases and sentences helps students understand how words fit into context. Sign language was used as a tool to convey meanings and concepts. Daily life experiences were connected to vocabulary instruction, making it relevant and practical. Activities were tailored to individual abilities, using SMART criteria for planning. The choice between sign language and spoken language depended on individual needs. Continuous vocabulary expansion was also emphasized, allowing students to become more proficient in reading and comprehension. Educators with hearing impairment class should use a multisensory approach to vocabulary instruction, incorporating visual aids and tactile elements. Structured instruction, repetition, and the use of sign language enhance comprehension and communication. Special education teachers should also explore innovative ways to integrate vocabulary instruction into students' daily lives.

Analysis of The Quran Isyarat Learning Management at The Magelang Deaf Education Foundation

Learning the Quran for people with disabilities is carried out with management that is by the conditions of the students. The process of learning the sign Qur'an for deaf students is carried out using the Kitabah and Tilawah method which is expected to make it easier and faster for students to read. This study aims to describe the application of Kitabah and Tilawah for deaf students in reading the Quran, and to describe the supporting and inhibiting factors in the process of learning the Quran Isyarat at the Magelang Deaf Education Foundation. The method used in this study is descriptive qualitative research. The object of this study is students at the Magelang Deaf Education Foundation. The results of the study indicate that (1) the Kitabah and Tilawah method can help and make it easier for students to read the Quran Isyarat. (2) Learning the Quran for deaf students faces many obstacles, namely a lack of sincerity, such as no enthusiasm for memorizing, lack of concentration such as when other students memorize, it turns out that someone is talking or chatting with their friends, so that the other students' concentration is divided. The supporting factors are good motivation from the participants, regular guidance from the teachers, and long experience from the institution in managing learning. Teachers are asked to have stronger patience when providing motivation and guiding deaf participants at the Magelang Deaf Education Foundation.

Development of a Model for Enhancing Action Research (PAOR) Competency of Lead Research Teachers for the Deaf in Thailand through a Mentoring System

This study aimed to develop a mentoring-based model for enhancing the action research (PAOR) competency of lead research teachers for the deaf in Thailand. The study employed a research and development (R&amp;amp;D) approach, consisting of four phases. Phase 1: Situation Analysis involved assessing the current research competency of 66 teachers at Chaiyaphum School for the Deaf through knowledge tests and self-assessment surveys. Phase 2: Model Drafting and Evaluation included a focus group discussion with seven experts in special education, deaf education, and research to develop and refine the model. Phase 3: Model Implementation was conducted with nine lead research teachers, who participated in 13 structured mentoring activities, including training sessions, research proposal development, and data collection. Phase 4: Post-Implementation Evaluation assessed the effectiveness of the model using pretest and post-tests, self-assessment surveys, and expert evaluation. The findings indicated that teachers initially lacked PAOR competency in terms of knowledge, skills, and research characteristics, highlighting the complexity of action research. After implementing the mentoring system, teachers demonstrated improvements in all areas. The model was rated at a high to very high level for usefulness, feasibility, appropriateness, and accuracy.

“But Who Eats the Mosquitos?”: Deaf Learners’ Language Use and Translanguaging During STEAM Discussions

Science, technology, engineering, arts, and mathematics (STEAM) education represents an array of fields that have significant promise for the future careers of students. However, in deaf education, little research has been conducted to understand how best to provide access to STEAM learning opportunities for deaf students. This manuscript explores STEAM learning and Deaf Education through the lens of translanguaging. Translanguaging is the use of multiple linguistic resources by multilingual individuals. The authors recorded deaf teens attending a STEAM camp as they engaged in a collaborative problem-solving activity to explore the language resources they used to make sense of and communicate their understanding of the problem during various stages of the activity (gathering information, generating ideas, and evaluating ideas). We viewed their interactions through a translanguaging lens. We found that the campers used an array of both language-based (ASL, spoken English, gesture, and fingerspelling) and tool-based (writing on a whiteboard, engaging with informational papers, using computers or phones) translanguaging activities to gather information and communicate with one another. While selection of language resources did not differ by activity stage, they did differ by group, suggesting that campers were sensitive to the communication needs of their group mates.

The association between early life access to communication and perceived mental health in a cross-sectional study of deaf Australian adults

Background Deaf people experience worse mental health compared to their hearing counterparts. We aimed to test the association between early life access to communication and perceived mental health among deaf adults in Australia. Methods An online cross-sectional study was conducted with deaf Australians who reported becoming deaf before the age of 5. Logistic regression models were fitted to assess the relationships between types of early life access to communication and self-reported anxiety, depression, suicidal ideation and general mental health. Models were minimally adjusted for education and gender or fully adjusted for education, gender, and all communication access variables. Results Survey data from 340 participants were analysed. The survey was open to all deaf Australians over the age of 18 years who became deaf before the age of 5 years. The majority (>85%) of participants were sign language users. Fully adjusted models indicated that deaf participants who attended mainstream primary schools without deaf facilities had significantly higher odds of suicidal ideation compared to those who attended a deaf school (OR for mainstream primary school without a deaf facility: 5.08, 95% CI:2.04–12.67). Similarly, suicidal ideation was greater for those who attended a mainstream school with a deaf facility compared to a deaf school (OR for mainstream primary school with a deaf facility 4.03, 95% CI: 1.39–11.65). Not feeling included in family conversations was also associated with higher odds of anxiety (OR 2.44, 95% CI: 1.06–5.62) and general mental health outcomes (OR 2.76, 95% CI: 1.47–5.18). Conclusions These findings highlight the need for improved early communication access and inclusive practices in both educational and familial settings and greater access to deaf spaces to support mental well-being in deaf individuals. Future research should explore causal mechanisms to inform targeted interventions for sign language users and whether the results differ if more people who use spoken language to communicate were participants.