In many countries across the world education for deaf people is limited and sign languages are undervalued. In this paper we discuss insights from an initiative to support deaf education for young adults in India, Ghana, and Uganda. Reporting here on the work in India, our project used a bilingual approach, with Indian Sign Language as the main…

Like language teachers everywhere, Deaf teachers of New Zealand Sign Language (NZSL) had to suddenly move classes online when COVID-19 restrictions were implemented from March 2020. NZSL is conventionally taught through a direct immersion, communicative approach, so adapting instruction to a remote mode required NZSL teachers to develop new…

Disabled people encounter numerous barriers to accessibility and face discrimination and inequalities in their daily lives. The situation is even more complex for migrants with a disability, who have to learn how to navigate a new bureaucratic system. This study focuses on deaf adult migrants and the linguistic and bureaucratic challenges they…

Purpose: It is well established that individuals with a communication disability, including being deaf or hard of hearing (DHH), experience inequities in health services and outcomes. These inequities extend to DHH children's access to psychosocial evidence-based interventions (EBIs). Behavioral parent training is an EBI that can be used to…

Behavioral emotion regulation and resilience are crucial in daily life. This research aimed to investigate the impact of the Incredible Years (IY) parenting program on behavioral emotion regulation and resilience in mothers of deaf children. The present study was a quasi-randomized controlled trial design. Twenty mothers between the ages of 28 and…

Interpreters are some of the most important people in the lives of our deaf and hard of hearing students, yet hiring and retention requirements are weak, variable, or nonexistent. Despite this, many school interpreters have become skillful and effective professionals driven by their desire for competence and sense of integrity. State employment…

This paper discusses the role of mediation as it arose in developing and teaching two online American Sign Language (ASL) courses for parents of deaf children during the COVID-19 pandemic. Deaf children and their families who are still acquiring ASL have ongoing learning needs that are most often not met in mainstream educational systems, and…

The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative…

The authors investigated parent mental health during the COVID-19 pandemic and its association with parenting behaviors of parents of children who are deaf or hard of hearing. An electronic survey was distributed to parents (N = 103). The results showed that they were experiencing elevated anxiety, depression, and symptoms of post-traumatic stress…

Sign languages present particular challenges to language assessors in relation to variation in signs, weakly defined citation forms, and a general lack of standard-setting work even in long-established measures of productive sign proficiency. The present article addresses and explores these issues via a mixed-methods study of a human-rated…

In this paper, we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique…

Parents of children who are newly identified as deaf or hard of hearing (DHH) face many decisions surrounding communication and intervention, including where to receive early intervention (EI) services. This study explored the experiences and perspectives of parents of DHH children enrolled in a center-based, family-centered EI program focused on…

According to the University of Notre Dame's online dictionary (n.d.), the word advocacy comes partly from the Latin word "advocare," which means "to summon or call to one's aid." This definition provides an interesting look into what advocacy means when looking at the special needs of a child. Advocacy is a summoning of…

Social interaction, and the attendant negotiation of meaning, is of prime importance for developing second language (L2) skills. Yet how learners go about building L2 social networks -- and why some have more success than others in doing so -- remains underexplored. This article explores this phenomenon via a 12-month longitudinal case study of…

Deaf children with cochlear implants (CIs) need a supportive family environment to facilitate language development. The present study was designed to assess the effects of parent training (PT) on enhancing children's communication development. The PT was based on the "It Takes Two to Talk" model, with specific adaptations for families of…