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More U.S. community college students are enrolling without the requisite reading skills to be successful. Deaf and hard of hearing (DHH) students are following a similar pattern with a little less than half requiring remedial instruction when entering college. College-age readers were the first population that we studied to learn about reading and reading instruction. The present study revisits this notion with DHH students at the forefront. We wanted to know what skills DHH readers have when they enroll in community college and what skills secondary teachers could focus on to prepare them. Based on the Degrees of Reading Power assessment given to DHH first year students prior entering community college (N = 409 participants), DHH readers would benefit from instruction in three important areas of reading comprehension: key ideas and details, craft and structure, and integration of knowledge and ideas. We discuss instructional ideas and future directions. [ABSTRACT FROM AUTHOR]

Deaf and hard-of-hearing (DHH) patients often encounter difficulties in effective communication with healthcare professionals and are less likely to receive quality medical care. However, DHH populations are understudied in health communication research. This study examined how offline healthcare obstacles and online health consultation impact DHH patients' health, and the mediating roles of patient-centered care (PCC) and patient activation. Data from 323 DHH patients were analyzed using structural equation modeling to test the hypothesized mediation pathway model. Results indicate that offline healthcare obstacles negatively affect DHH patients' perception of patient-centeredness, which reduces their ability and confidence in self-care (conceptualized as patient activation in this study). This reduced patient activation may jeopardize DHH patients' physical and psychological health. Meanwhile, online health consultation is positively associated with PCC, and higher levels of PCC can increase patient activation, contributing to better physical and psychological health. Testing the same model with hearing-abled participants (n = 3542) revealed significant differences in these intervening relationships. Overall, this study provides valuable insights into the relationship between DHH patients' healthcare experience and their health outcomes. The findings support interventions that focus on enhancing PCC and patient activation to improve the physical and psychological health outcomes of DHH patients. [ABSTRACT FROM AUTHOR]

In this article, we explore ethical issues of Deaf people's engagement in research. To focus on the perspectives of Deaf people, we investigated existing qualitative and mixed methods research within a qualitative evidence synthesis. Our synthesis is based on a systematic database search (Scopus, PubMed) and reference check of included papers which resulted in 27 eligible papers. We analyzed the data using thematic synthesis and developed 5 analytical themes. The results present research as a struggle for Deaf people and emphasize the need for changes regarding recognition of Deaf research in a cross-cultural context, maintaining equal and partner relations, and provision of accessible communication. Our research contributes to understanding what the ethical inclusion of Deaf people in research implies. It may also support the development of evidence-based normative recommendations and scientific cooperation between Deaf and hearing people. [ABSTRACT FROM AUTHOR]

Many literature reviews or other types of reviews (e.g. meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf students using multiple languages may develop literacy skills. The objective of this review was to explore the literature on literacy development with deaf learners conducted outside of English-speaking contexts that has been published in English, Portuguese, or Spanish. We identified 13 English-language articles, 9 Portuguese-language articles, and 0 Spanish articles that met inclusion criteria. From these articles, we glean important insights into the reading process, including the teaching of subskills of reading, writing instruction, early literacy experiences, and the potential relationship between signed languages and literacy. We also note the need for multiple, converging sources of evidence and the value of an asset-driven approach to understanding deaf learners. [ABSTRACT FROM AUTHOR]

Background: Childhood hearing loss is a common chronic condition that may have a broad impact on children's communication and motor and cognitive development, resulting in functional challenges and decreased quality of life (QoL). Objectives: This pilot study aimed to compare executive functions (EFs) as expressed in daily life and QoL between deaf and hard-of-hearing (D/HH) children and children with typical hearing. Furthermore, we examined the relationship between EFs and QoL in D/HH children. Methods: The participants were 76 children aged 7–11 yr: 38 D/HH and 38 with typical hearing. Parents completed the Behavior Rating Inventory of Executive Function (BRIEF) and Pediatric Quality of Life Inventory (PedsQL), while the child performed a shopping task in the virtual action planning supermarket (VAP-S) to reflect the use of EFs in daily activity. Results: D/HH children showed significantly poorer EFs (as measured by BRIEF and VAP-S) and reduced QoL. Difficulties in EFs were correlated with lower QoL. BRIEF scores were significant predictors of QoL domains. Conclusions: Difficulties in EFs may characterize children with D/HH and reduce their QoL. Therefore, EFs should be screened and treated. VAP-S and BRIEF are feasible tools for evaluating EFs that reflect children's challenges due to EF difficulties in real-life contexts. [ABSTRACT FROM AUTHOR]

Real-time captions appear to be an effective tool in assisting deaf and hard of hearing (DHH) college students' access information and communication in certain classroom settings. However, there is limited knowledge of DHH students' direct experiences with real-time captioning services. In this study, we gathered narratives from 15 DHH college students across the United States about their experiences with real-time captioning services in college. We analyzed the stories using thematic narrative analysis and uncovered 4 types that students told about their experiences. The story types were (a) stories of overcoming obstacles, (b) stories of resignation, (c) pragmatic stories, and (d) stories of personal connection. These story types reveal that although many students eventually experience effective communication access through real-time captioning services, they can initially struggle to overcome barriers to using the services successfully. Making time and space to listen to DHH students' narratives can teach educators and professionals how to support these students and resolve barriers before they arise. [ABSTRACT FROM AUTHOR]

Engaged communication between mother and a child in their early developmental stages is one of the predictors of children's development of higher-order thinking skills. For deaf children, this engaged communication between mother and child hinges on the home language environment (HLE) being fully accessible to the child. This research uses agogical phenomenology in exploring the lived experiences of participants' HLE where sign language is used, with particular focus on the opportunities for extended discourse. Data were collected via semistructured interviews with the deaf children and their parents and observations in the HLEs of five signing families with at least one deaf child in the southwestern United States. The aim of this study was to document and provide insights into how language use in deaf children's HLE can impact their knowledge development; these insights uncovered the essence of reciprocal and contingent family interactions as a central aspect of the deaf child's HLE. It is hoped that the qualitative phenomenological findings will frame subsequent quantitative investigations of the variability in language access to home language components. [ABSTRACT FROM AUTHOR]

Culturally and linguistically Deaf people experience disproportionate suffering and deprivation in prison settings globally (Zidenberg 2021). This article uses the medical and social models of disability to highlight some of the underlying reasons for this. Deaf people view their Deafness through a cultural lens and usually disassociate from views which align with these models (Lane 1995). However, they are prominent across society and in relevant equality legislation, and thus impact the Deaf Community significantly (Obasi 2008). This article explores how the nature of the prison environment – a hostile, disempowering place, designed for similarity, changes and heightens the impact of perspectives which align with the medical and social models. Throughout, findings are presented from qualitative research involving interviews with Deaf prisoners and hearing staff members in England, showing that there is little room for a cultural model of Deafness in prison, and in consequence, prison becomes medically deafening for Deaf prisoners. The Deaf Community is a culturally distinct group comprised of people who value their Deafness and commonly use sign language to communicate. Hearing people generally view deafness as a medical problem and have little understanding of the Deaf Community. This creates difficulties for Deaf people because the Deaf world is part of a wider hearing world. The hearing world is more oppressive in prison because it is hostile, disempowering and designed for people who can easily adjust to the regime. There is a lack of Deaf awareness across the prison system, and appropriate adjustments are rarely made for Deaf prisoners. Relevant equality legislation can create further challenges for Deaf prisoners because it does not recognise the needs of the Deaf Community, and its stipulations are too ambiguous to be effective in prisons. There is little room for cultural Deafness in prison, and Deaf prisoners suffer disproportionately in consequence. [ABSTRACT FROM AUTHOR]

Deaf Bedouin young women must contend not only with the typical developmental tasks of young adulthood but also the traditional demands of Bedouin society. They aim to fulfill themselves and develop, but discrimination and institutional neglect, coupled with their society's traditions, pose a complex challenge. This qualitative study of 14 deaf Bedouin young women in Israel found that they display self-esteem, apparently to cope with the challenges of being sidelined because they are young and deaf Bedouin women as well as members of the country's Arab minority. Also, it is apparent that the hearing population has not invested sufficiently in the women's development, making it more difficult for them to function as adults on various levels. Given this background and the cultural characteristics of Bedouin society, in which young women are tightly controlled, their options appear to be suffering in silence or engaging in life-threatening behavior. Deaf Bedouin young women are at great risk but receive no therapeutic support. Deaf Bedouin young women display high self-esteem and accept their deafness. Being part of a minority—in addition to belonging to the minority of deaf people—is doubly challenging for them. Despite the poor education they have received, they aspire to higher education and a profession and are confident they can succeed if given a chance. [ABSTRACT FROM AUTHOR]

The aim of this research was to understand how adults reconceptualise their identity when experiencing hearing loss as an adult, and how their identity might change with a cochlear implant. Using an online survey administered through cochlear implant social media groups, with follow-up semi-structured interviews, participants answered questions about their hearing loss and cochlear implant experiences. Forty-four people answered the survey and 16 participated in an in-depth interview. All were older than 18 years, once had heard, became deafened in adulthood and had at least one cochlear implant. The decision to have a cochlear implant often meant acknowledging they were no longer a hearing person. After having an implant four themes emerged. (1) Some participants maintained a hearing identity through hearing loss and after cochlear implantation, while others returned to their hearing identity. (2) Others acknowledged a confused identity, neither deaf nor hearing. In unexpected findings, (3) during the progression of hearing loss, some participants had identified as hearing but could not hear, however after implantation, they became deaf people who could hear. (4) Furthermore, after implantation, some participants identified as disabled when they had not done so when less able to hear. Given the prevalence of hearing loss in later life, it is important to understand the way these adults understand their identity through the progression of hearing loss and after becoming cochlear implant recipients. The belief people have of themselves impacts healthcare choices and affects their commitment to ongoing rehabilitation. Rehabilitation may often be overlooked by hearing healthcare providers, but it is a critical component of hearing healthcare Hearing healthcare providers need rehabilitation strategies which recognise psychosocial issues impacting late-deafened adults and include counselling to help individuals cope with stigma and identity issues during different stages of hearing loss and cochlear implantation Hearing rehabilitation may overlook concepts of identity, although identity is a critical part of living with hearing loss The way a person identifies is likely to impact on their approach to rehabilitation [ABSTRACT FROM AUTHOR]

The article discusses the reading process similarities and differences between deaf Arabic children in Israel and typical hearing readers in 2024. Topics covered include their similar processing strategies, but with less effectivity by deaf Arabic children, and the recognition of written words by deaf readers who use sign language for communication. Also noted are the knowledge categories of readers' prior knowledge and cognitive strategies, and their prediction of reading comprehension.

Purpose: For over 15 years, Mental Health First Aid™ (MHFA) has successfully been delivered in Wales, United Kingdom, with growing interest in the MHFA programme and increasing course attendees. Trainers, aware of the need for support, know the importance of MHFA being accessible for different communities and learner groups. MHFA has always focused on increasing mental health literacy. One marginalised group, with lower mental health literacy than the general population, is Deaf people, a group with increased risk of mental health problems. This paper aims to provide insights about why Deaf people are twice as likely as hearing people to experience mental health problems. Design/methodology/approach: During this paper, the authors have used four focal points i) exploring situational contexts for Deaf people; ii) reasons why Deaf individuals are at greater risk of mental health problems; iii) the authors explore a project, "Hear Deaf", and implementation of MHFA Wales by Deaf MHFA trainers; and iv) initiatives to influence and impact on policymakers. Findings: During the project, nine MHFA courses were delivered to Deaf communities across different locations in Wales, often with information and advertisements circulated directly to Deaf communities through Deaf clubs, resulting in 120 Deaf people trained. The authors conclude with their own reflections as a researcher and an MHFA who work predominantly with Deaf communities. Originality/value: This paper provides a discussion on the specific risks for Deaf people around mental health and the importance of mental health promotion programmes for Deaf communities. Further research is needed regarding the impact of MHFA on Deaf populations. [ABSTRACT FROM AUTHOR]

Objectives: Deaf and hard-of-hearing (DHH) people experience a variety of psychological distress. The quality of life (QoL), health, stress, anxiety, and depression in DHH adolescents can affect their psychological well-being. This study aimed to predict psychological well-being based on psychosocial factors in DHH adolescents. Methods: A total of 120 DHH adolescents participated... [ABSTRACT FROM AUTHOR]

This study concerns culturally Deaf signers in the UK who use hearing aids and (i) explores motivations for hearing aid use (ii) identifies barriers and facilitators to accessing NHS hearing aid services, (iii) examines cultural competency of hearing aid clinics and (iv) identifies factors influencing effective adult hearing aid service provision. Online survey in British Sign Language and English that was informed by Deaf service users. 75 Deaf adult BSL users who wear hearing aids and use NHS hearing aid clinics. No specific reason emerged as outstandingly important for hearing aid use; however, assisting with lipreading (57%) and listening to music (52%) were rated as very/extremely important. Access issues reported were contacting clinics, poor communication with staff and lack of Deaf awareness. To be an effective and culturally competent hearing aid clinic for Deaf signers, a good understanding of Deaf culture and language was most rated as important (87%). The study is the first that explores hearing aid use and experiences of accessing hearing aid clinics from Deaf signers' perspectives. Enhancements to clinical practice are required to consider culturally Deaf people's motivations for hearing aid use and make services more BSL-friendly. [ABSTRACT FROM AUTHOR]

This article presents the culmination of the first author's experience of work at a Deaf Education Centre in Aotearoa New Zealand, alongside the themes stemming from a literature review on wellbeing and the development and maintenance of social and emotional skills for deaf students in both mainstream and special education. The predominant themes identified suggest inconclusive outcomes for students being placed in mainstream or special education in terms of wellbeing and its components such as belonging, identity, and the development of social and emotional skills. Areas for ongoing development and research are outlined, including a need to ascertain the student voice in future research and intervention. [ABSTRACT FROM AUTHOR]

Community mask wearing can effectively reduce the spread of the novel coronavirus disease (COVID-19). However, it may also hinder face-to-face interpersonal communication, particularly for deaf individuals who depend on non-manual articulations to convey and comprehend various types of meanings. The current research, for the first time in the literature, quantitatively assessed the hypothesis that deaf individuals are less likely to comply with mask policies during the pandemic than their hearing counterparts because face coverings negatively impact their everyday communication. Across two studies, Chinese people exhibited lower adherence to mask wearing in their self-report and actual behavior than typical-hearing individuals. It may be that taking off face masks can facilitate communication among people with hearing loss. These findings have important implications for both everyday communication and public health preventive measures for hearing-impaired populations. [ABSTRACT FROM AUTHOR]

Despite previous research into the psychosocial impact of hearing loss, little detail is known regarding the hearing and hearing-aid-related emotional states experienced by adults with hearing loss in everyday life, and how they occur. Individual remote semi-structured interviews were audio-recorded, transcribed verbatim and qualitatively analysed with reflexive and inductive thematic analysis. Seventeen participants (9 female) with hearing loss (age range 44–74 years) participated. Ten used bilateral hearing aids, four unilateral and three used no hearing aids at the time of interviews. The four main themes which emerged from the data were: identity and self-image, autonomy and control, personality and dominant emotional states and situational cost/benefit analysis with respect to use of hearing aids. This study goes beyond previous literature by providing a more detailed insight into emotions related to hearing and hearing-aids in adults. Hearing loss causes a multitude of negative emotions, while hearing aids generally reduce negative emotions and allow for more positive emotions. However, factors such as lifestyle, personality, situational control, the relationship with those in conversation and the attribution of blame are key to individual emotional experience. Clinical implications include the important role of social relationships in assessment and counselling. [ABSTRACT FROM AUTHOR]

Acculturative stress is associated with negative mental health among culturally diverse individuals. Deaf and Hard-of-Hearing (DHH) individuals experience acculturative stress as they navigate within and between the Hearing and Deaf communities, yet, research has not examined the relationship between deaf acculturative stress and psychological functioning. This study examined the relationships between deaf acculturative stress, well-being, and symptoms of depression and anxiety. One hundred and ten DHH adults (71.6% female, 82.7% White, median age = 30–39) completed an online survey including the Multidimensional Inventory of Deaf Acculturative Stress (MIDAS), demographic questions, and measures of psychological functioning. After controlling for relevant sociodemographic factors, the MIDAS Stress from the Deaf and Hearing Community scales emerged as significant predictors of well-being and symptoms of anxiety and depression. Findings are discussed within the context of DHH sociocultural experiences, and suggestions for future research are offered to inform clinical work with DHH individuals. [ABSTRACT FROM AUTHOR]

Purpose: Deaf people, who are British Sign Language (BSL) users, are, at times, carers for their parent or spouse when they have dementia. This can be a challenging role for the wider population, but if the common language in service provision is not one you share, then this care can be impacted by the lack of formal structures that support the Deaf caring role. This study aims to explore the experiences of Deaf carers supporting people with dementia, in an unpaid role, during the COVID-19 pandemic to understand more about their potential support preferences. Design/methodology/approach: Online interviews with seven Deaf carers sharing their experiences of supporting their family member with dementia happened during the first year of the COVID-19 pandemic. Interpretive phenomenological analysis was used to qualitatively examine each Deaf carers' stories. Findings: Findings included Deaf carers' lack of access to information, surrendering their autonomy to hearing family members to communicate with health-care professionals, with overarching isolation within local communities and online. Findings show a widespread infrastructural failure to meet the linguistic and specific support needs of this minority population. Research limitations/implications: Seven Deaf carers took part in this study. This means the findings may not be generalisable. Practical implications: Health-care professionals and social care structures need to develop robust clear communication pathways for Deaf carers to receive the support needed to provide effective care. Social implications: If health-care professionals undertake training about Deaf people and BSL, that will mean Deaf carers will receive effective support to be able to care for a person living with dementia. This means that their Deaf identity will be recognised within the mainstream and the care provided will be much more effective for the person with dementia. Originality/value: To the best of the authors' knowledge, these are the first interviews undertaken with Deaf carers of people with dementia during the COVID-19 pandemic and its subsequent lockdowns. Understanding everyday barriers and social care limitations in terms of language access will enable Deaf carers to assert their rights and for care professionals to adapt their communication to match the individuals involved in the care package. [ABSTRACT FROM AUTHOR]

This pilot study explored effects of hearing loss on deaf children's reading comprehension in an online context. Eighteen deaf secondary students, ages 12–14 years (11 with British Sign Language as their dominant language, seven with English as their dominant language) engaged in an online research comprehension task. Six age-matched hearing spoken language bilingual students served as a comparison group. All participants were identified as confident readers by their teachers. Participants were asked to "think aloud" during an online search task to provide insights into their strategies. Additionally, participants completed a battery of assessments related to reading comprehension, vocabulary, non-verbal IQ, and working memory. Overall results showed similar use of strategies across all students. Strategies applied by the most skilled readers involved drawing on prior knowledge sources, e.g. informational websites or search engines, prior knowledge of the topic, and taking the time to read and evaluate website headings before deciding which one to use as source. Participants also made use of working memory skills. Findings highlight the importance of teaching online search and evaluation skills as part of the reading curriculum in schools. [ABSTRACT FROM AUTHOR]

Aims and objectives: This study aimed (a) to identify the communication issues and problems faced by individuals with hearing impairment (HI)/deafness during the COVID‐19 pandemic and (b) to describe strategies to overcome the issues/problems and/or prevent their negative impact. Background: Individuals with mild or severe HI face everyday communication problems, which have been worsened during the COVID‐19 pandemic. However, no studies have summarised the available evidence to better understand the communication challenges faced by them and strategies allowing better interactions. The long duration of the outbreak—more than 2 years, with policies that have just been lifted in some countries—and the possible return of restrictions in the next Winter suggest the need to summarise evidence in the field. Design and methods: A rapid review is reported here in accordance with the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis guidelines. Medline, CINAHL and Scopus databases were searched, including (a) primary or secondary studies published from January 2020 to 12 January 2022, (b) involving individuals with HI/deafness, (c) during the COVID‐19 pandemic and (d) written in English. Data were extracted and summarised by using a content analysis approach. Patient or public contribution: No Patient or Public Contribution. Results: Fourteen studies were included as follows: three non‐systematic reviews, seven cross‐sectional, three quasi‐ experimental and one qualitative study, performed mainly in the US and the UK. Face mask covering use; physical and social distancing; and information, education, rehabilitation, and healthcare accessibility have emerged as the main challenges triggering consequences such as social isolation, loneliness, poor knowledge regarding the prevention and mental health issues. Strategies mitigating these challenges are as follows: (a) adopting transparent face masks, (b) using basic skills while interacting (e.g. maintaining eye contact), (c) improving the availability of sign language interpreters, (d) allowing the presence of family members and (e) teaching basics of sign language to healthcare professionals. Conclusions and relevance to clinical practice: Individuals with HI/deafness live with several challenges, suggesting that their vulnerability has increased tremendously during the COVID‐19 pandemic. The effectiveness of strategies to overcome these difficulties should be scrutinised by conducting more research. Moreover, there should be increased awareness among all citizens by equipping them with simple strategies to communicate effectively with individuals with HI, an approach that may increase inclusiveness and prevent further negative consequences and burden. [ABSTRACT FROM AUTHOR]

When the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered and used for the distance learning formats. In the present article, we provide an overview of the challenges schools faced in the quick move to distance learning, present the principles of Universal Design for Learning (UDL), and give some examples of ways in which UDL can benefit students who are deaf in distance learning. [ABSTRACT FROM AUTHOR]

Despite real life examples of injustices in the criminal justice system involving d/Deaf individuals and calls from advocacy groups for more awareness and training related to this issue, there has been very little research into the area. The research that does exist is piecemeal and generally focuses on a specific area of the system, ignoring the more global view of the criminal justice system. Further, such research is largely American. Given the fragmented, siloed nature of the extant literature and the lack of available Canadian data, this review paper sought to provide an overview of the existing literature on the experiences of d/Deaf individuals at all levels of the criminal justice system. Findings indicate that d/Deaf individuals are underserved and understudied putting them at a distinct disadvantage relative to their hearing peers. Suggestions for improvements are provided for all levels of the criminal justice system. This article examines the literature regarding the experience of individuals who consider themselves medically deaf or culturally Deaf at all levels of the criminal justice system. In the literature, there were several common issues identified including a lack of training, resources, and qualified interpreters as well as inadequate policies at all levels of the criminal justice system. One of the biggest issues identified was a lack of d/Deaf awareness among professionals working in the criminal justice system. Enhanced d/Deaf awareness could improve the experiences of d/Deaf individuals who come into contact with the criminal justice system. This literature review indicated that more research into the experiences of d/Deaf offenders needs to be done and highlights the importance of including d/Deaf individuals in this process. [ABSTRACT FROM AUTHOR]

The goal of the current interpretive phenomenological study grounded in Heidegger's philosophies was to explore the experience of lipreaders when society was masked during the coronavirus disease 2019 pandemic. Participants were prelingually deafened English-speaking adults who predominantly relied on lip-reading and speaking for communication. Twelve in-depth email interviews were conducted with respondents recruited via social media. Thematic techniques of Benner were employed, and six themes emerged: Limiting of World Resulting in Negative Emotions, Increased Prominence of Deafness, Balancing Safety and Communication Access, Creative Resourcefulness, Resilience and Personal Growth, and Passage of Time to Bittersweet Freedom. Insights from this study clarify the need for psychosocial support of lipreaders during times of restricted communication access and awareness of accommodations to facilitate inclusion. [Journal of Psychosocial Nursing and Mental Health Services, 61(4), 18–26.] [ABSTRACT FROM AUTHOR]

Deafness is a medical condition with important relational implications. This condition could affect well-being and self-esteem and cause social anxiety. Sign language is not only a simple mimic but can be considered as a different kind of communication that could be protective for those who have learned it. However, some people do not use sign language because they think it can be marginalizing. The present study aimed to compare the quality of life (QoL) between people who learned Italian sign language as their first language with those who had never learned it or learned it later. This cross-sectional study involved 182 deaf Italian adults (70.3% females) who were recruited from Ente Nazionale Sordi (ENS) and by the main online deafness groups. The present results suggest that the deaf condition does not seem to significantly affect the dimensions of QoL pertaining to satisfaction and self-esteem, while it could have an effect on preventing high levels of social anxiety and in particular, the group who learned Italian sign language showed significantly less social anxiety than those who had never learned it. [ABSTRACT FROM AUTHOR]

Over the past decades, changes in technology and policy have made developing and maintaining identity and community increasingly challenging for Deaf individuals. This is particularly obvious in Iceland, where the Deaf community is threatened in its existence. This paper reports on an empirical study that explores how Deaf individuals experience developing and maintaining a positive identity in various areas, including family life, working life, and social life. The study approaches deaf identities as multifaceted and dynamic, and particular emphasis is placed on the role of social interactions in identity-related processes. Qualitative interviews were conducted among members of the Icelandic Deaf community and analyzed using a phenomenological approach. The results indicate that social interactions within the Deaf community are a key factor in developing and maintaining Deaf identity. However, decreasing numbers in the Deaf community make its members explore other opportunities, and they experience being Deaf in Iceland as an insecure identity. [ABSTRACT FROM AUTHOR]

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An empirical estimate of how many deaf and hard-of-hearing persons use sign language in the USA was obtained a half-century ago, but no study has measured how many people sign regardless of deafness. This study estimated the number of deaf, hard-of-hearing, and hearing adult signers. Concatenation of the 2010–2018 National Health Interview Surveys was required to provide sufficient sample size. Unadjusted and age-by-sex-adjusted sign language use prevalence across the range of hearing acuity was estimated. Adult sign language use was substantial (2.80%), with its rate of use greater for women than men and younger adults than older adults. As a group, deaf respondents had a far higher rate of sign language use than any other hearing acuity group. This study provides the first empirical estimate of adult sign language use generally, and the first update of any sign language use estimate in a half-century. [ABSTRACT FROM AUTHOR]

• This study explores diglossic/multiglossic settings, encompassing oral and sign languages. • Significant language disparities are observed between deaf and hearing Arab children. • Hearing children exhibit longer and more complex narratives in the study. • Hearing children prefer Standard Arabic, while deaf children show diverse language forms. • Deaf children's narratives reflect varied language exposures and environments. This study explores the narrative skills of deaf and hearing children within the context of Arabic diglossia, a linguistic environment characterised by significant differences between spoken dialects and formal written language. Using Stein and Glenn's (1979) and Bruner's (1991) frameworks, the research analyses the narrative constructions of 13 hearing and 13 deaf children in Kuwait. The findings reveal that hearing children, benefiting from consistent exposure to spoken and formal Arabic, produced more coherent and detailed narratives compared to deaf children. Hearing participants also demonstrated greater vocabulary diversity. Age-related improvements in narrative skills were more pronounced among hearing children, while the impact of sign language exposure on narrative abilities was significant among deaf children. The study underscores the critical role of early language exposure and educational support in fostering narrative development, particularly in a diglossic context. These findings highlight the need for specialised educational strategies to support the unique narrative development needs of deaf children. [ABSTRACT FROM AUTHOR]

It is argued that Oralism and Total Communication underestimate the profound nature of deafness and the potential value of fundamental research. The evolution of these philosophies is described, and changes in philosophy are discussed. [ABSTRACT FROM AUTHOR]

Few studies have assessed frequency of maltreatment and other factors associated with maltreatment of deaf and hard of hearing children. The present study's objective was to verify the frequency of physical and psychological maltreatment and associated factors experienced by DHH children. DHH children from low-income families in Maceió, Brazil, were studied (N = 265). The Parent-Child Conflict Tactics Scales (Straus et al. 1998) were used to identify nonviolent discipline, psychological aggression, and physical assault (minor, severe, very severe). The study found that 221 children (83.4%) experienced physical assault; 238 (89.8%) experienced psychological aggression. Both physical and psychological aggression was reported for 94.3%. Most mothers (98.1%) reported using nonviolent discipline. Maltreatment was associated with male children, mothers' job dissatisfaction, religiously nonobservant families, and children born of unintended pregnancy. In conclusion, high frequencies of physical and psychological maltreatment of DHH children of low-income families were found. [ABSTRACT FROM AUTHOR]

Young adults who are Deaf or Hard-of-Hearing (D/HH) face behavioral health risks similar to hearing adults. Despite the emphasis on health behavior screening in health care settings, a brief screening tool in American Sign Language (ASL) does not exist. This manuscript describes the development and pilot testing of an online survey in ASL called the Deaf Health Behavior Report. The Deaf Health Behavior Report includes standardized questions for general health, health behaviors, and psychosocial topics. We invited all D/HH students at a university in Southern California to complete the Deaf Health Behavior Report. A total of 31 D/HH students completed the survey. The most prevalent health risks were related to nutrition, stress, and binge drinking. The Deaf Health Behavior Report is a useful tool for health promotion efforts on college campuses and in general health settings. [ABSTRACT FROM AUTHOR]

Deaf adults may experience acculturative stress as they navigate within and between the Hearing and Deaf communities. However, no measure has been developed to assess levels of deaf acculturative stress. This study aimed to develop the Multidimensional Inventory of Deaf Acculturative Stress (MIDAS). The MIDAS was developed through a sequential and iterative scale development procedure and then tested on a sample of 104 deaf adults across the United States (age range = 18–79; 74% female). Principal component analyses were run for item refinement and selection. The final analyses yielded four factors for Stress from the Hearing Community , three factors for Stress from the Deaf Community , and two factors for Intersectionality. Construct validity was demonstrated through correlations in the expected directions with measures of Hearing and Deaf acculturation identity and ethnic/racial identity. The utility of the MIDAS is discussed with regard to future research. [ABSTRACT FROM AUTHOR]

This study tested the influence of Deaf identity (cognitive identification and affective identification) on the association between perceived deaf discrimination and subjective well-being among Chinese adolescents who are deaf and hard-of-hearing (DHH), based on the rejection-identification model. Questionnaires on perceived deaf discrimination, subjective well-being, Deaf identity, and demographic information were completed by 246 DHH students (15–23 years old) from special residential schools in China. The results indicated that: (1) higher level of perceived deaf discrimination was significantly associated with lower level of subjective well-being (direct effect = −0.24, 95% confidence interval [CI] = [−0.37, −0.12], p  < .001); (2) there was a significant indirect effect of perceived deaf discrimination on subjective well-being via cognitive identification (indirect effect = −0.07, 95% CI = [−0.12, −0.01], p  < .05); and (3) positive affective identification due to increased cognitive identification with Deaf community may help counteract the negative impact of perceived deaf discrimination on subjective well-being (indirect effect = 0.06, 95% CI = [0.03, 0.10], p  < .001). These findings further support the notion that the different components of group identification should be examined separately. [ABSTRACT FROM AUTHOR]

Since the late 1990s, the majority of D/deaf students enter schooling in a mainstream setting. Little has been written about their experiences and how a change in school settings impacts their learning and social identity. In this study, semi-structured interviews have been conducted with nine students, and the results show that their time in a mainstream school setting has led them to construct a marginal or negative social identity, but after transitioning to a Deaf school, the social identity has shifted towards a positive one. According to students, this is due to feelings of belonging as equal members of the social group where they are given the opportunity to develop language skills that allow them to communicate without restrictions. The students also report improvement in academic achievements as a result of the sign bilingual school setting. Parents and D/deaf students need to experience the different language settings to make an informed decision. [ABSTRACT FROM AUTHOR]

The article discusses a study that focuses on the relationship between deafness and psychological processes. Topics mentioned include the psychology of normal sensory functioning as compared to the psychology of sensory deprivation, factors of normal sensory behavior, and whether deafness cause mental retardation.

Naturalistic playground observations are a rich source of information when studying the social interactions of preschool children. On the playground, children can interact with their peers, explore different places and activities, and engage in different types of play. For deaf and hard of hearing (DHH) children, interactions at a playground can be more difficult because of the large number of auditory stimuli surrounding them. Constraints in the access to the social world on the playground might hamper DHH children's interactions with their typically hearing (TH) peers, activities, and play. This pilot study aimed to examine the playground behaviors of preschool DHH children across three aspects: social levels, type of activities, and play choices. For this purpose, 12 preschool DHH children were observed during recess time, and their behaviors were coded and compared to their 85 TH peers. The preliminary findings indicate that DHH children spend less time in social interactions compared to their TH peers and that they still face difficulties when socially engaging with their TH peers. These findings suggest that interventions should focus on three aspects: the physical environment awareness of TH peers about communicating with DHH children, and the use of exercise play to facilitate social interactions between DHH children and their TH peers. [ABSTRACT FROM AUTHOR]

Purpose/Objective: Children who are Deaf and Hard of Hearing (DHH) with additional special needs ("DHHPlus") have complex differences in psychological development that, when combined with aspects of their environment, often place them at an increased risk for psychological challenges. Further, their combination of special needs places unique demands on their parents. Despite the high proportion of DHH children in this particular subgroup, little research has been done to identify estimates of broad psychological functioning, the parent-child relationship, parent stressors, and parent satisfaction with resources independent of other samples. This study addresses that gap through collecting preliminary data on broad psychological functioning and related parent-child variables in a sample of children who are DHHPlus. Research Method/Design: Thirty-one primary caregivers of children who were DHH with additional medical and/or mental health diagnoses completed several questionnaires about their child and family, including the Behavior Assessment System for Children (BASC-3) Parent Rating Scale, BASC-2 Parenting Relationship Questionnaire, and Family Stress Scale. The current DHHPlus sample was separated into two subgroups by age, including a preschool group (ages 2-5 years, n = 14) and child group (ages 6-11, n = 17) for visual comparison of mean scores with respective normative and clinical samples from each measure. Results: When compared to normative and clinical samples, parents of DHHPlus children endorsed more concerns about their child's behavior, adaptive skills, the parent-child relationship, and higher levels of family-related stress, with a unique rank order of family stressors. Conclusions/Implications: Results provide initial child and parent estimates to support assessment and treatment services for this diverse and underserved population. [ABSTRACT FROM AUTHOR]

This study examined how deaf or hard-of-hearing (DHH) and typically hearing (TH) children may differ in their family system and emotional functioning and examined the relations between family system and children's emotional functioning. Parents of 106 DHH and 99 TH children (2–6 years) reported on family cohesion and adaptability, parental emotion communication, and their child's emotional functioning. The DHH children were rated lower on family cohesion and positive emotion expression than the TH children. Higher levels of family cohesion related to more positive emotion expression in TH children but not in DHH children. For all children, higher levels of family cohesion related to fewer negative emotion expressions and more parental emotion communication related to more negative emotion expression. The results emphasize the importance of sharing leisure activities together and open communication within the family, which can support DHH and TH children's experience of emotions and their expressions of them. [ABSTRACT FROM AUTHOR]

Most deaf and hard of hearing (DHH) youth grow up in hearing familial and educational environments, posing unique risks for their socio-emotional well-being. The study's objective was to explore protective processes contributing to resilience among DHH individuals in different life periods. We conducted semi-structured interviews with 23 DHH young adults on their life-long coping with having a hearing loss (HL). Thematic analysis identified, according to participants' retrospective perceptions, processes that supported their positive adjustment from childhood up to early adulthood. Themes were organised at three ecological levels: individual, including five subthemes (e.g. certain attitudes to HL); family, including various types of parental support; and community, including four subthemes (e.g. extra-curricular activities). Family and community level resources enabled and nurtured personal attitudes and coping abilities. The perceptions of which personal attitudes and contextual resources were helpful changed from childhood to young adulthood. Findings show how resilience is heterogeneously promoted in the unique context of DHH individuals living in hearing environments. They also show interactions between the individual, family and wider society and the dynamics of coping resources across time. Findings indicate the important of considering DHH individuals' coping choices in their specific life context. [ABSTRACT FROM AUTHOR]

Transition from secondary school to postschool life, education, and employment can be difficult for young people who are deaf or hard of hearing (DHH). This population's postschool outcomes, particularly in employment, continue to lag behind those of the general population. The transition education, planning, and practices that these students experience while at secondary school are important to their achievement of optimal postschool outcomes. This paper reviews recent literature relating to the postschool transition of young people who are DHH, including studies that have investigated specific transition practices and student characteristics and their associations with positive postschool outcomes. Taking into consideration evidence-based best practices for students with disability in general and students who are DHH in particular, the authors propose a model of targeted transition planning and practice for adolescents who are DHH. [ABSTRACT FROM AUTHOR]

Regional and national level data on bullying victimisation and its associated factors among deaf adolescents are still lacking, particularly, in Africa. We conducted a cross-sectional self-report anonymous survey involving a nationally representative random sample of 450 school-going deaf adolescents in Ghana. Bivariate and multivariate analyses of the data showed the overall 12-month prevalence estimate of bullying victimisation to be 55 · 1% (95% confidence interval [CI]: 50% – 60%), but the estimates were comparable between females (52 · 0%) and males (57 · 0%). Whereas deaf adolescents with schoolwork problems were likely to report bullying victimisation, most of the key factors associated with bullying victimisation were adverse social events – break-up, conflict with friends, and parental divorce. These findings underscore the need for further studies, and school-based intervention and prevention efforts. [ABSTRACT FROM AUTHOR]

Deaf people who use American Sign Language (ASL) are more likely to use the emergency department (ED) than their hearing English-speaking counterparts and are also at higher risk of receiving inaccessible communication. The purpose of this study is to explore the ED communication experience of Deaf patients. A descriptive qualitative study was performed by interviewing 11 Deaf people who had used the ED in the past 2 years. Applying a descriptive thematic analysis, we developed five themes: (1) requesting communication access can be stressful, frustrating, and time-consuming; (2) perspectives and experiences with Video Remote Interpreting (VRI); (3) expectations, benefits, and drawbacks of using on-site ASL interpreters; (4) written and oral communication provides insufficient information to Deaf patients; and (5) ED staff and providers lack cultural sensitivity and awareness towards Deaf patients. Findings are discussed with respect to medical and interpreting ethics to improve ED communication for Deaf patients. [ABSTRACT FROM AUTHOR]

Studies on hard of hearing (HH) individuals have focused mostly on children's experiences in school. However, their lives as young adults have not received much attention. The present study therefore examined HH young adults' experiences of social identity and group membership. Semistructured interviews were conducted with 16 individuals (10 males, 6 females) with severe to profound hearing loss. They were from diverse cultural backgrounds. A qualitative content analysis was performed with a manifest analysis. Two categories emerged: Belonging to a Social Environment and Engaging in Important Communication. The results indicate that the HH individuals, either deliberately or unconsciously, chose to be with other HH individuals because of their longing for group membership and desire to avoid being misunderstood. The participants longed for inclusion, acceptance, and opportunities to create an inclusive social environment and to communicate with others. [ABSTRACT FROM AUTHOR]

The experiences of d/Deaf and hard of hearing children enrolled in a mainstream school in Zimbabwe are explored. The study used a qualitative approach and a narrative case study design. A sample consisting of two boys and three girls whose ages ranged from 13 to 14 years was purposively selected. Face-to-face semistructured interviews were employed as a data collection tool. The narrative analysis revealed that although d/Deaf and hard of hearing children in the school communicated through sign language, they could develop friendships with hearing children. However, the d/Deaf and hard of hearing children experienced behavioral and mental health issues, including, among others, lack of support, discrimination, and labeling. [ABSTRACT FROM AUTHOR]

Deaf students are no less likely than their hearing counterparts to obtain good grades and pass courses in higher education. Despite this, under half the number of deaf pupils, compared to hearing pupils, go straight from school to university, and when there, face an array of challenges that hinder their HE experience [Sachs, D. (2011). Inclusion of students with disabilities in higher education: Performance and participation in student's experiences. Disability Studies Quarterly, 31(2). https://doi.org/10.18061/dsq.v31i2]. The project reported on explored deaf students' experiences of Further and Higher (FE/HE) education, with the aim of identifying the communication barriers to inclusivity being faced by deaf students. Sixteen interviews (face to face using British Sign Language or written responses over email) with current and former Scottish deaf students were conducted then analysed using thematic analysis, revealing themes of (1) A lack of deaf awareness, (2) The English language, and (3) Access to interpreters, as barriers to inclusive FE/HE for deaf students. The findings demonstrate specific ways in which deaf students are being excluded in and outside the classroom in FE/HE. It is crucial that FE/HE institutions are aware of these, and are prepared to support their deaf students more effectively. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand the challenges experienced by the deaf community when accessing healthcare • To learn about a project that improved the experiences of deaf people when accessing information on cancer survivorship • To develop your own ideas for improving the experiences of deaf people using your service Deafness is the third most common disability in the world but is often misunderstood by healthcare professionals, and therefore deaf people's experience of accessing healthcare can be suboptimal. Many deaf people use British Sign Language (BSL) as their main language, and as such experience challenges when trying to access healthcare and communicate with healthcare professionals. Nurses at the Macmillan Information and Support Centre at Chesterfield Royal Hospital identified that deaf patients with cancer lacked appropriate information and support despite seeing many healthcare professionals. To address this, a cancer information event for deaf patients was developed based on the specific needs of this group, supported by BSL interpreters. This article describes the event and discusses the evaluation, which suggests that the event improved the group members' understanding of information about cancer and general health. [ABSTRACT FROM AUTHOR]

Objective: To evaluate speech understanding in noise and patient satisfaction using the new Cochlear Wireless Phone Clip device. Material and Methods: Twenty-nine experienced cochlear implant (CI) users (>6 months usage) were situated in a soundproof room where a 65 dB SPL Spanish cocktail noise was generated continuously from 4 loudspeakers. Lists of disyllabic words were presented through the clinic landline telephone to the patients. Patients were tested first holding the phone and then with the Cochlear Phone Clip© paired to the CP910 using various mixing ratios (2:1, 4:1, and Phone Clip© only). Results: Statistically significant (P <.001) improvement of speech recognition performance was found in cell phone usage by wireless transmission and also when using this new device. Kepler questionnaire results showed that before using Phone Clip in everyday life, 55.2% of patients described themselves highly or greatly affected by their deafness for telephone use and 80% moderately to greatly affected. Kim questionnaire results showed statistically significant differences (P <.001) in the subjective satisfaction of the Bluetooth-implemented CI compared to the conventional mode for sound quality, noise interference, and sound accuracy. Conclusions: The wireless Phone Clip© device helps implanted people to improve subjective and objective speech recognition performance through the phone in noisy environments. [ABSTRACT FROM AUTHOR]

Studies of deaf individuals generally indicate higher levels of mental illness and negative mental health outcomes compared to the general population (Anglemyer and Crespi in JAMA 2018: 3285153, 2018; Dammeyer and Chapman in JAMA 52: 807–813, 2017; Fellinger et al. in JAMA 379: 17–23, 2012; Hall et al. in JAMA 52: 761–776, 2017; as reported by Leigh and Pollard (M. Marschark and P. Spencer (eds) Oxford handbook of deaf studies, language and education, Oxford University Press, UK 2003); Landsberger et al. in JAMA 45, 42–51, 2014; Pollard in JAMA 39, 147–160, 1994). The purpose of this study is to understand the demographic variables, psychiatric symptoms, functioning, resilience, and recovery in a sample of 11,703 deaf adults. The de-identified dataset was provided by Beacon Health Options and Maryland Behavioral Health Administration and includes information about deaf adult consumers of public behavioral health services. Findings revealed that compared to hearing consumers in the dataset, deaf consumers were less likely to live in independent housing. They were more likely to live in structured community housing, such as group homes, or be homelessness. They had higher rates of arrests and incarcerations, higher proportion of unemployment, and higher rates of cigarette smoking. Deaf participants had lower rates of substance use. Deaf women in this sample reported significantly more difficulty in managing their psychiatric symptoms than deaf men. Deaf people of color had lower levels of psychiatric dysfunction, lower resilience, and greater recovery compared to white participants, which was inconsistent with other studies of people of color. Younger participants had significantly more difficulty with psychiatric symptoms and functioning than those in the older groups. Those who were 31–55 years old had higher resilience than those who were older than 56 years old. The author offers several recommendations for further research of the mental health of deaf populations, especially round race, age, and gender. [ABSTRACT FROM AUTHOR]