Purpose: One of the strategies that can be used to support speech communication in deaf children is cued speech, a visual code in which manual gestures are used as additional phonological information to supplement the acoustic and labial speech information. Cued speech has been shown to improve speech perception and phonological skills. This…

The last sixty years have been a time of tumultuous change in the American deaf community. Two deaf figures who made a great difference during this period were Frank Bowe and Jack Gannon, who passed away in 2007 and 2022, respectively. Bowe was a prominent disability rights leader, helping to secure more rights for deaf and all disabled Americans,…

The English folk rhyme 'Monday's Child' predicts a fortune for children based on the day of the week on which they were born. Line 4 reads 'Thursday's Child has far to go.' This article explores whether Lindsay Anderson and Guy Brenton edited the documentary film "Thursday's Children" (1954) to convince the viewer that deaf children…

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…

Two hundred and fifty years ago, L'Epée and Heinicke were engaged in a disagreement over the role of signs in the education of deaf students, with L'Epée supporting both natural and methodical signs and Heinicke advocating for an oral method without a manual component. This was the beginning of the oral/manual controversy. This controversy set a…

This paper discusses historical and contemporary issues regarding communication approaches for educating Deaf and hard of hearing (DHH) children in Ghana. Discussion of the communication approaches took into account a brief historical background to the development of formal education for DHH children in the country, academic achievement of DHH…

This ethnographic study examines deaf people's experience of the Roman Catholic Sacrament of Confession in two Catholic schools for deaf children in the Republic of Ireland from 1950 to 1990. The article fills a gap in Catholic deaf education literature that fails to uncover the experiences of deaf children. It provides space for their storied…

Oral deaf children and hearing children with dyslexia both experience literacy challenges, although their reasons differ. The authors explored the problems underlying poor literacy in each group and drew implications for reading interventions. Data were collected using standardized literacy and phonological measures from 69 severe-to-profoundly…

Support technologies are a key concept that refers to the technical tools helpful in recovery, rehabilitation and education of people with disabilities. They play an important role in achieving effective communication with others and especially in schools, in educational communication. This study examines the main support technologies used with…

The aim of this paper is to analyse oral communication strategies in English as a foreign language (EFL) of deaf and hard of hard-of-hearing (D/HH) students. The paper is based on an action research case study concerning oral communication strategies of this group of students with special educational needs. The results demonstrate that when they…

Since its beginning, the education of deaf and hard of hearing individuals has been steeped in a debate around language, as professionals have clashed in a debate on whether signed or spoken language should be used as the primary language of instruction and communication with deaf and hard of hearing individuals. This has created a condition in…

Cued Speech is a visual mode of communication in which mouth movements of speech combine with "cues" to make the sounds (phonemes) of traditional spoken languages look different. Cueing allows users who are deaf, hard of hearing, or who have language/communication disorders, to access the basic, fundamental properties of spoken languages…

For d/Deaf and hard-of-hearing prereaders who communicate predominately in spoken and/or signed English (DHH-English), Teachers of the d/Deaf (TODs) read books aloud to increase English skills, auditory-verbal comprehension, sequencing skills, verbal reasoning, background knowledge, and sight word recognition. Teachers struggle to select…

Forty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading comprehension, English vocabulary, phonological awareness and speechreading at three time points, 1 year apart (T1-T3). Their progress was compared with that of a group of hearing children of similar nonverbal IQ, initially reading at the…

The language of instruction for Deaf children in the American educational system has long been the subject of debate: Should Deaf children learn language via American Sign Language (ASL), English-based visual communication systems, or spoken English only? It has long been the practice of the standard epistemology to encourage the use of verbal…