Fifteen Greek adults who are deaf or hard-of-hearing (DHH) were interviewed as part of a qualitative study examining their perspectives as students during primary, secondary, or postsecondary education. Research on the perspectives of adults who are DHH involving all three levels of education is limited in Greece. This study focuses on four…

At present, English holds a significant importance in numerous countries worldwide, including Thailand where learning English is compulsory for students. For students with hearing impairment, however, due to their physical limitations, English instruction is different from that of other students. Additionally, students with hearing impairment have…

This study examined the corrective feedback Deaf teachers used to target handshape, movement, and place-of-articulation errors in introductory American Sign Language (ASL) classes for hearing students. Although feedback is underresearched in bimodal second language (M2-L2) pedagogy, there is some evidence that teacher practices may differ from…

Students who are deaf or hard of hearing (DHH) increasingly attend local public schools, in which speech and language clinicians (SLCs) may lack experience with the individualized needs of a heterogeneous student population. This study explored the experiences of SLCs with students who are DHH in three different types of educational settings.…

Teaching a second language to students who are Deaf and hard-of-hearing is unique because language learning techniques often disrupt spoken/phonocentric models of bilingual language learning that require speech before learning to read and write. Balanced bilingual educational strategies in education of Deaf and hard-of-hearing students include…

Deaf individuals present differences compared to their hearing peers in terms of their learning profile. In addition, deaf adults seem to still be socially excluded nowadays, given that the transition from school to work is more difficult for people with hearing loss. This study aims to analyze the cognitive characteristics of deaf adults, as well…

Deaf and hard of hearing (d/Dhh) children frequently have delayed language; yet limited research exists on interventions to facilitate linguistic development in the classroom (Fung, Chow, & McBride-Chang, 2005). Dialogic reading is an evidence-based practice that has resulted in significantly improved language skills (Towson, Fettig, Fleury,…

A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over 3 years. Using a 1-way analysis of variance, it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate…

Vocabulary development is an essential linguistic component of later English literacy skills (National Reading Panel 2000). However, very few studies have addressed the promotion of vocabulary development in deaf children who are American Sign Language users (Luckner and Cooke 2010). Therefore, this qualitative collective case study examined the…

Purpose: Basic concepts are the academic building blocks for preschool children in early education programs and are important for academic success and higher order thinking. Recommended strategies for teaching basic concepts include using positive examples, non-examples, highlighting critical features of concepts through continuous conversion,…

Virtual worlds are used in many educational and business applications. At the National Technical Institute for the Deaf at Rochester Institute of Technology (NTID/RIT), deaf college students are introduced to the virtual world of Second Life, which is a 3-D immersive, interactive environment, accessed through computer software. NTID students use…

Purpose: This survey study explored teacher perceptions regarding services for children who are deaf or hard of hearing in southern regions of Vietnam, including educational successes and challenges, the availability and use of hearing technology, and teacher recommendations for improving child outcomes. Method: Using a cross-sectional survey…

For decades, research has focused on American Sign Language/English bilingual education for d/Deaf and hard of hearing students whose families used English or ASL. However, a growing population of d/Dhh children come from households where languages other than English (e.g., Spanish, Chinese, Vietnamese) are used. In a longitudinal case study, the…

This exploratory study examined student responses to an interactive theater performance about the experiences of deaf students in the hearing culture of higher education. The theoretical framework for the study synthesized sociological work by Zerubavel, Foucault, and Bourdieu on construction and maintenance of institutional boundaries separating…

The authors investigated the impact of the Deaf Student Editing Rubric (DSER) as a self-editing tool on the writing performance of prelingually profoundly deaf adolescent students whose first language is American Sign Language. The DSER was developed by the first author. The study participants included 15 Deaf students in 4 classrooms in grades…