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The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH children who used spoken language as their communication modality and 11 typically hearing same-age peers. The children's language and the language spoken to them during all waking hours over a 2-day period (16 hours per day) were recorded and analyzed quantitatively and were compared to the children's performance on the Boehm Test of Basic Concepts and the Peabody Picture Vocabulary Test. The results highlight the relationship between the quantity of adult language and the language, vocabulary, and basic concept knowledge of DHH preschool children who use listening and spoken language. [ABSTRACT FROM AUTHOR]

In 1876, an educator of the deaf and a ‘deaf-mute’ publicly clashed over topics ranging from the nature of deafness and the identity of those who are ‘deaf-mute’ to the best methods to be used in deaf education and what deaf children following those methods might be expected to achieve. The debate occurred at a point in the nineteenth century when expert authority ‘about’ deaf people was beginning to sweep away deaf people’s own right to self-representation. Although richly nuanced and highly personal, the debate’s occurrence at a period that studies of the history of the deaf community have identified as pivotal to deaf people’s categorisation as ‘disabled’ means that much of its complexity has been lost in subsequent historical over-writing. This article explores the debate in depth. It provides a valuable glimpse into the mechanisms of expertise, and the ways that both non-deaf and deaf experts understood who deaf people were, what they could do, and what their place within society should be at that pivotal time. It also highlights the rich complexity of a much more complex history available to those prepared to dig beneath the surface to expose historical texture. [ABSTRACT FROM AUTHOR]

Early intervention is widely recommended for children at risk of difficulties with speech, language and communication. Evidence for effective practice remains limited due in part to inherent difficulties in defining complex interventions and measuring change. The innovative Language Environment Analysis (LENA) system has exciting potential for early intervention and for evaluating outcomes. LENA is used widely in the USA; however, there is little to guide the introduction of this new technology in the UK. Successful implementation of new technology is predicted by its perceived acceptability and usefulness. This qualitative pilot study aimed to explore the acceptability of LENA for UK families with a young deaf child. Four families used LENA to record for one day. They received and discussed LENA feedback reports with a specialist speech and language therapist. Using qualitative methodology with a pragmatic epistemology, semi-structured interviews were conducted and the data explored using thematic analysis. Three families were positive about using LENA; they identified benefits of the feedback, suggested important factors for future use and would recommend it to other families. One family chose not to complete the recording. Key to acceptability is parental understanding of LENA’s purpose and the need for a trusted professional to facilitate interpretation and change. LENA is acceptable for some UK families with a young deaf child suggesting there is potential for successful implementation. Further study to explore LENA’s usefulness is recommended. [ABSTRACT FROM AUTHOR]

Glass Vision 3D was a grant-funded project focused on developing and researching a Google Glass app that would allowed young Deaf children to look at the QR code of an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Twenty five objects and videos were prepared and tested by a focus group. Their suggestions were incorporated into a pilot test at a residential school for the Deaf. Four fifth grade students participated in a usability study. Results were mixed with researchers observing successful use of Google Glass by all participants along with enthusiastic engagement, but also recording a lengthy learning curve and hardware issues that distracted from the learning process. Wearable augmented reality is still in its infancy, but potential was demonstrated. [ABSTRACT FROM AUTHOR]

A feasibility study was conducted to test a storybook intervention to increase early reading skills of 25 young signing deaf children of ages 4-9 in grades K through third grade. The children had wide ranges of hearing losses, non-verbal IQs, and signing skills. All were at risk for developing early reading skills, reading below the first grade level. Using a pre-experimental pre/post test design, standardized tests and early reading tasks, the children changes in letter, word and story knowledge were documented over a full school year. The intervention included 20 weekly story reading sessions with children receive modelling by Deaf story signers, with children using their signing and fingerspelling to practice storybook reading, story reciting, vocabulary learning, fingerspelling and writing skills with easy-to-read picture word/phrase storybooks after modelling from Deaf caregivers and teachers. Future research directions for intervention studies were outlined based on outcomes. [ABSTRACT FROM PUBLISHER]

This article aims to discuss young deaf children's access to literacy within a sociocultural perspective. We introduce the concept of communities of practice as an aspect in early literacy development for young deaf children. Preschools are learning communities and thus constitute communities of practice. Our discussion on the use of communities of practice is based on a study of literacy practices in preschools with deaf and hearing children. The findings revealed that deaf children did not have adequate access to significant literacy events during preschool activities. We will argue that with regard to developing literacy, more attention should be given to the importance of participation, interaction and regularity for deaf children in these communities of practice. [ABSTRACT FROM AUTHOR]

Saudi Society undergoes rapid developments as all Arab countries, a matter that necessitates emphasizing citizenship concepts and values in addition to fostering loyalty among society members with all its various classes. Therefore, the current study aimed at finding out the citizenship level among a sample of Saudi primary school students in Al-Riyadh city. Results showed statistically significant differences between normal and hearing impaired students. Hearing-impaired students out performed normal students. Results also showed that mothers' nationality (Saudi vs. non-Saudi) had an effect on students' citizenship. [ABSTRACT FROM AUTHOR]

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if these reforms had improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform the field to narrow the achievement gap further. The results further suggest that differing methods in two contrasting educational contexts can lead to some similar results and point to the need for different support to children with hearing loss and language disadvantages. [ABSTRACT FROM AUTHOR]

This study evaluated whether core vocabulary intervention (CVT) improved single word speech accuracy, consistency and intelligibility in four 9-11-year-old children with profound sensori-neural deafness fitted with cochlear implants and/or digital hearing aids. Their speech was characterized by inconsistent production of different error forms for the same lexical item. The children received twice weekly therapy sessions for eight weeks. Fifty target words were drilled and changes in production assessed for accuracy and consistency. Generalization of consistency and accuracy was assessed on non-targeted words. There were four assessment points: six weeks pre-therapy; immediately before therapy; immediately following therapy and six weeks post-therapy. In addition, 10 unfamiliar listeners judged the intelligibility of audio recordings of the children's speech before and after therapy. The children's consistency and accuracy of single word production improved following CVT. Consistency generalized to untreated words. Sentence intelligibility ratings improved and more target words were identified after therapy. These case studies suggest that C V T merits further investigation as an effective intervention approach for deaf children, enhancing consistency, accuracy and intelligibility of speech. [ABSTRACT FROM AUTHOR]

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 design, hard-copy surveys were sent to professionals who provided services to children with hearing loss ages 3–9. Ninety-eight surveys were distributed and seventy seven surveys were returned, resulting in a return rate of 79 per cent. Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Results Access to hearing aids and hearing aid repairs are substantial barriers for many families. Survey respondents expressed desire for more training in hearing technology and effective teaching strategies. Twenty-six per cent of children in preschool and kindergarten used listening and spoken language as their primary mode of communication compared with 7 per cent of children in first to fourth grade who used listening and spoken language. Conclusions Expansion of early identification programmes beyond high-risk cases, with increased access to hearing technology and early intervention services from highly trained professionals were recommended to optimize listening and spoken language outcomes of children who are deaf or hard of hearing. [ABSTRACT FROM AUTHOR]

This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in Nicaragua and Thailand. The argument is advanced that these practices constituted a child-led oppositional pedagogy. A connection is drawn to Freire's () theory of critical pedagogy. Deaf children's actions as peer educators are framed as an act of resistance towards the oppression of their language and culture. A contrast is drawn between oralist pedagogy that is historically associated with punitive practices and didactic methods and the experiential and dialogic interaction that characterised peer learning of sign languages. The argument is made that the peer teaching and learning processes enabled the self-actualisation of the Deaf children whereas the oralist methods were based on a deficit model that focused on modifying deaf children according to the norms of hearing society. The implications of this for current policy and practice are inferred to be about access to sign languages and the importance of Deaf communities in deaf children's education. The argument is made that space needs to be created for deaf children to engage in peer learning. [ABSTRACT FROM AUTHOR]

For all families with deaf children, choosing communication methods is a complex and evolving business. This process is particularly complex for migrant background families, who must not only negotiate the role that speaking or signing will play in their communication practices, but also which spoken language(s) will be used – that of the host society or the heritage language? For many years, it was believed that oral language maintenance was an impossible goal for deaf children. However, recent advances in cochlear implant and hearing aid technology may make language maintenance a more achievable goal. This article reviews the literature and results from a case study of seven migrant background families with deaf children to shed light on the language practices evolving in migrant families with deaf children and the benefits and difficulties inherent in language maintenance with this population. It shows that a number of factors affect the degree to which deaf children are able to develop fluency in the heritage language, such as type of hearing loss and age at cochlear implantation. Regardless of the level of proficiency dveloped, it shows that attempting language maintenance has a positive effect on family relationships, communication and participation in the ethnic community. [ABSTRACT FROM AUTHOR]

Much of the debates in late nineteenth-century Britain regarding the education of deaf children revolved around communication. For many Victorians, sign language was unacceptable; many proponents of oralism attempted to ‘normalise’ the hearing impaired by replacing deaf methods of communication with spoken language and lipreading. While debates on language were raging in late nineteenth-century England, another facet of normalisation, that of occupational training, was being developed at St John’s Institution for the Deaf and Dumb, the only Catholic deaf school in England. This school not only functioned to develop the Catholic faith of the deaf, but also expected to improve the social and economic status of deaf Catholics. Elementary education, and particularly occupational training, was meant to transform the deaf child into a faith-filled, respectable, working-class citizen. This essay aims at moving the normalisation debates away from language skills and towards this alternative mode of integration. [ABSTRACT FROM PUBLISHER]

Deaf children in the United States who are fluent in American Sign Language and proficient in written English are bilingual, but often those skills must be taught directly in the school setting. This paper explores the development and initial field testing of a system designed to connect technology with tangible books to create interactive stories that model both languages. Interviews with teachers and observations of the students were analyzed. Results indicate that the prototype is feasible to use in classrooms for the Deaf and that it is engaging to the children. Additional research is recommended to test for the effect on literacy development. [ABSTRACT FROM AUTHOR]

A sign bilingual approach to the education of deaf children was first introduced in the UK in 1990. This paper reviews the growth of sign bilingual education in the UK and documents significant milestones in the development of sign bilingual policy and practice since the 1980s. This overview demonstrates how key issues in sign bilingual education have evolved and how priorities have changed over time and enables comparisons with contexts beyond the UK to be drawn. Current issues in sign bilingual education are analysed within our twenty-first century educational context in which both the advancing technology and medical understanding are providing new opportunities for deaf pupils and changing their learning and communication needs. Particular themes addressed include research into early literacy and also the role of sign language for deaf children with cochlear implants. From this analysis, new directions for sign bilingual education are suggested in terms of learning and teaching and a future research agenda. [ABSTRACT FROM AUTHOR]