Author: admin

Social Capital and Deaf Teenagers

The issue Opportunities for deaf and hard of hearing (DHH) teenagers in Western nations have improved over the past generation across various areas, including improved hearing technology, access to a wide variety of educational placements, and improved listening as well as language development. Despite this progress, DHH teenagers often have diminished outcomes in areas such as mental health and social communication compared to typically developing… Read more »

Reading Fluency and DHH Readers

The issue All parents and teachers want their children and students to become fluent readers who understand what they read. So did the National Reading Panel (NRP, 2000). Yet two decades later, we still struggle with this concept. In fact, reading fluency is poorly understood and poorly researched among the Deaf and hard-of-hearing (DHH) population, and the amount of fluency research is only 16% of… Read more »

Telepractice: A Practical and Effective Method

The issue Until recently, the prevailing model for supporting deaf or hard of hearing (DHH) children  has been in-person services where practitioners and families are physically located at the same venue (e.g., home, clinic, or other community setting). In-person services have been regarded as the gold standard of service delivery, but many DHH children, especially those in rural areas, have difficulty accessing in-person services because… Read more »

Interactive Reading in STEM

The issue Research tells us that interactive reading can support literacy development of all children, including children who are deaf or hard of hearing (DHH). Interactive reading can take different forms, but its most important element is a dialogue that occurs between the child and an adult about a text during the reading process. There are principles of interactive reading that can be used to… Read more »

Fathers of Young Deaf or Hard of Hearing Children

The issue Few published studies have examined the perceptions and experiences of fathers raising young deaf or hard of hearing (DHH) children. To better understand these, we conducted a review spanning 50 years. What we know This literature is sparse – just 37 publications met the criteria for inclusion. Most studies focused on fathers with typical hearing and compared fathers’ and mothers’ experiences. Few studies… Read more »

Parental Stress and Deaf Children

The issue Parental stress occurs when parents or caregivers feel unprepared or overwhelmed by the demands associated with caring for a child. Most parents have experienced stress related to caring for a child, but parents of deaf and hard of hearing (DHH) children may experience unique sources of stress. For example, for parents of children who use hearing technology might experience stress around learning how… Read more »

Coaching Teachers in Deaf Education Classrooms

The issue In the contexts of business and sports, coaching has long served as an effective method for improving skills and supporting change in the performance of groups and individuals. In these settings, coaches build upon the strengths of their clients or athletes while providing them with scaffolded guidance and mentorship through practical experiences in authentic situations. It is highly unlikely that an athlete or… Read more »

Social Justice in Teacher/Interpreter Education: A Necessary Component for Improving Deaf Education

What we know In 2017, the University of Tennessee- Knoxville’s Deaf Education teacher preparation program embarked on a journey to transition from a comprehensive deaf education program to a bilingual Deaf education program with a social justice focus. Professors and doctoral students worked together to undergo training, revise course objectives and activities, revise student assignment expectations, and embed social justice throughout the program. The impact… Read more »

It’s Time to Rethink “Communication Mode”

The issue When it comes to raising and educating DHH children, few topics create as much controversy and confusion as “communication mode”. However, surprisingly little research has scrutinized the concept itself.  We examined the ways that communication mode is defined and used in research literature, and discovered several significant problems. What we know Our research found no agreement on what “communication mode” means. To some,… Read more »

Language isn’t Academic

The issue Many people believe that language is different depending on if you are in the classroom or outside of the classroom. People call this difference, academic language (classroom language), or basic interpersonal communication (outside of the classroom – social language). When classifying language into “social” versus “academic”, teachers may prioritize academic language development because of their belief that it will lead to success in… Read more »