Search

In the United States, one unresearched or undiscussed immigrant population is immigrant parents of children with disabilities. Research shows that immigrant parents of deaf and hard of hearing (D/HH) children migrate to the US to find better opportunities, resources, and services for their D/HH children and an environment in which their D/HH children can thrive away from the native country's social-cultural stigma (Steinberg et al., 2002; Stone-MacDonald, 2019). Like many other parents of D/HH, they lack previous interactions with a D/HHH person; they experience challenges and stress when raising their D/HH children; however, being an immigrant with a D/HH child is a unique experience. Using the lens of community cultural wealth (Yosso, 2005) and an intersectionality framework (Crenshaw, 1989), the current study examines the lived experiences of US immigrant parents of D/HH children and their journey to resilience.

Many deaf and hard of hearing children face significant challenges in language, literacy, social, and academic development. These challenges increase for deaf and hard of hearing children who are from culturally and linguistically diverse backgrounds (Cannon & Luckner, 2016). To address these challenges, philosophies, policies, and practices should support full inclusion. Deaf and hard of hearing children from ethnically, racially, and linguistically diverse backgrounds enrich many public school classrooms. However, addressing inequities based on disability, race, or ethnicity is about more than placement. Questions still remain about teachers' practices, and few teacher preparation programs in the United States provide training on how to work with deaf and hard of hearing children from diverse racial, ethnic, and language backgrounds (Cannon & Luckner, 2016). Yet teachers need tools for addressing inequities and dismantling systemic racism, and effective tools may be found in children's literature.

This study investigated teachers' perceptions of the nature of support, or lack thereof, while teaching deaf students with additional disabilities (DSAD). A total of forty teachers, from five schools in four states in the United States, participated in the study. A content analysis of written responses to four open-ended questions, using a questionnaire survey was conducted. As a result, six themes emerged from the study, including (i) resources, (ii) managerial support, (iii) personnel staff services, (iv) team support, (v) mentoring, and (vi) professional development. Implications of the findings related to school administrators and preparation programs for educational leadership were discussed.

The rise of distance education has created a need to understand students' readiness for online learning and to predict their success. Several survey instruments have been developed to assess this construct of online readiness. However, a review of the extant literature shows that these instruments have varying limitations in capturing all of the domains of student online readiness. Important variables that have been considered in assessing the online readiness of students for distance education include attrition and information and communications technology (ICT) engagement. Previous studies have indicated that high attrition rates for online programs can be prevented by assessing student online readiness. The present study examined undergraduate students' online readiness using an instrument that was developed by the researchers that included constructs such as information communications technology engagement, motivation, self-efficacy, and learner characteristics. The addition of these subscales further strengthen the reliability and validity of online learning readiness surveys in capturing all the domains of student online readiness.

Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor "Black" is used throughout the present article, as Black Deaf individuals prefer this term to "African American". For purposes of parallel construction, the term "White" is used instead of "European American".) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education. (Contains 5 tables.)

A mother's hearing status can influence her motherhood experience, particularly when the mother is Deaf, and the children are Deaf or hearing. The study aims to describe and interpret the Deaf mothers' experience raising Deaf and hearing children. The study employed a narrative research design with three Saudi Arabia Deaf mothers of Deaf and hearing children. Data were analyzed using Clandinin and Connelly's (2000) three-dimensional narrative inquiry approach and content analysis. Seven themes emerged in their narratives: desire for a Deaf child, hearing child speech and language development, family support in raising the children, navigating the hearing community, role modeling and resilience, parenting style, and audism. The findings revealed implications that cut across disciplines, including Deaf studies, disability studies, gender studies, and speech and hearing sciences. [ABSTRACT FROM AUTHOR]