This study explores Deaf individuals' and sign language interpreters' perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g., the deaf student-interpreter relationship) that influence interpreters' work, deaf…

Prior to the emergence of the coronavirus disease in 2019 (COVID-19), studies revealed lower involvement of fathers in the education of learners who are Deaf and Hard of hearing (LDHH). Although research evidence reveals that work structure and other commitments may be responsible for fathers' limited involvement in the education of their…

Research has shown that many deaf students do not develop age-appropriate reading and writing abilities. This study evaluates the literacy skills of deaf students, hard of hearing students, and students with cochlear implants in bilingual/bicultural schools in Denmark. The results show that 45 per cent of the students did not have any reading and…

Introduction: Seeing the Possibilities with Videophone Technology began as research project funded by the National Center for Technology Innovation. The project implemented a face-to-face social networking program for students with deaf-blindness to investigate the potential for increasing access and communication using videophone technology.…

The purpose of the present study is to examine what the concept of inclusion means and how it relates to children who are deaf. The paper begins with a background to deaf education, followed by specific reference to how inclusion is perceived in Northern Ireland and in Sweden. It investigates the experiences and opinions of deaf pupils in Schools…

Like South Africans generally, d/Deaf and hard of hearing South Africans are at risk of HIV/AIDS and mental disorders resulting from barriers to communication and care. In interviews and a focus group, members of South African organizations for d/Deaf and hard of hearing individuals all gave priority to HIV/AIDS education and prevention, citing…

A mismatch of communication modalities can occur between students who communicate using sign language and coworkers at community-based vocational sites who do not use sign language. This study investigated the use of picture dictionaries to facilitate note writing as a form of expressive communication for students who were deaf and had mild to…

A central feature of a sign bilingual approach is the use of sign language, and the associated role of deaf adults in deaf children's education. This project explores whether this approach is compatible with the goals of cochlear implantation, which are to maximise a deaf child's potential to hear and improve speech perception. There is no…

Both classroom instruction and lexical database development stand to benefit from applied research on sign language, which takes into consideration American Sign Language rules, pedagogical issues, and teacher characteristics. In this study of technical science signs, teachers' experience with signing and, especially, knowledge of content, were…

Three languages are widely used in schools in Kenya English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the…

The aim of this paper is to discuss processes of inclusion and exclusion in compulsory classrooms where both Norwegian and Norwegian Sign Language (NSL) are used. The Norwegian Education Act 1998, section 2?6, gives deaf pupils who have acquired sign language as their first language 'the right to tuition in the use of sign language and through the…

In order to investigate the role of visual perceptual abilities in the acquisition and comprehension of sign language, four tests of perceptual ability were administered to 120 entering hearing-impaired students and 23 new hearing staff members at the National Technical Institute for the Deaf. (Author)

To assess competency in American Sign Language (ASL) and manually coded English (MCE), 219 National Technical Institute for the Deaf students, judged to be skilled signers, viewed videotaped stories, one in ASL and one in MCE, followed by true/false questions in the same language as the story. (Author/PHR)

This manual offers states a tool to assist in the development or enhancement of guidelines for access assistants. Whether a state already has guidelines or is just in the process of establishing them, this manual will provide structure to the process and many examples of criteria already included by states. This manual was developed to accompany…