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Journal articles on the topic 'Deaf children – Education – Zimbabwe'

Author: Grafiati

Published: 27 June 2021

Last updated: 1 February 2022

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1

Musengi, M., A. Ndofirepi, and A. Shumba. "Rethinking Education of Deaf Children in Zimbabwe: Challenges and Opportunities for Teacher Education." Journal of Deaf Studies and Deaf Education 18, no. 1 (October 29, 2012): 62–74. http://dx.doi.org/10.1093/deafed/ens037.

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2

Saiden, Thondhlana, and Mangizvo V. Remigios. "Teaching Management And Sustainable Utilization Of Water Resources At Infant Level In Primary Schools In Zimbabwe: Challenges And Opportunities." Advances in Social Sciences Research Journal 6, no. 11 (December 3, 2019): 430–40. http://dx.doi.org/10.14738/assrj.611.7189.

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Water has become an inadequate resource as a result of population and economic growth, climate change, pollution and other challenges. This is impacting on social, economic and environmental wellbeing. Education about water issues at all levels is pertinent to equip people with knowledge, skills and values of its management and sustainable utilization. Young children have a tendency of wasting water because of lack of knowledge of its management and sustainable utilization. The study aimed at establishing how knowledge, skills and attitudes of the management and sustainable utilization of water resources were being transmitted to school pupils in the infant grades in primary school. Furthermore the study wanted to find out the extent to which the curriculum content addressed the management and sustainable utilization of water resources. The study was conducted in the infants section of primary schools in the City of Gweru. It was qualitative in nature and it employed document analysis, in-depth interviews and questerviews to gather data. The sample of seven teachers in the infant section was purposively selected as these were the people with the requisite information. The study established that the infant syllabi has inadequate content for the management and sustainable utilization of water resources. The education system in Zimbabwe has not put in place mechanisms and strategies to pass on information to the young learners. Teachers have not been capacitated to deal with this aspect of the curriculum. The methods used in schools to inculcate the content are suitable for the age levels. The study concluded that the content and teaching of management and sustainable utilization were not adequate. The materials to complement the teaching were relevant. The study recommends the assessment methods need to be practical so as to establish the attitudes and skills acquired and that adequate content has to be injected into the curriculum.

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3

Westby, Carol. "Narratives of Deaf Children." Word of Mouth 29, no. 2 (November 2017): 1–5. http://dx.doi.org/10.1177/1048395017738254.

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4

Napoli, Donna Jo, and Rachel Louise Sutton-Spence. "Deaf children, humor and education policy." Revista Educação Especial 32 (October 22, 2019): 95. http://dx.doi.org/10.5902/1984686x38114.

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5

Maxwell, Madeline M. "Ethnography & Education of Deaf Children." Sign Language Studies 1047, no. 1 (1985): 97–108. http://dx.doi.org/10.1353/sls.1985.0003.

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6

Williams, Cheri, and Connie Mayer. "Writing in Young Deaf Children." Review of Educational Research 85, no. 4 (December 2015): 630–66. http://dx.doi.org/10.3102/0034654314564882.

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7

Söderbergh, Ragnhild. "Early reading with deaf children." Prospects 15, no. 1 (March 1985): 77–85. http://dx.doi.org/10.1007/bf02195705.

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8

Pribanić, Ljubica. "Sign Language and Deaf Education." Investigating Understudied Sign Languages - Croatian SL and Austrian SL, with comparison to American SL 9, no. 1-2 (December 31, 2006): 233–54. http://dx.doi.org/10.1075/sll.9.1.12pri.

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Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better social adaptation skills, but also in their better academic achievement compared with other deaf children. The cultural approach to deaf education views sign language as the most natural linguistic form of deaf people, and a powerful means of communication for all purposes and in all circumstances. Here, we discuss case studies of Sweden and Denmark, with 20 years of tradition in deaf bilingual education; the Netherlands, with about 10 years of deaf bilingual education; and Spain, where deaf bilingual education is in the process of implementation. These examples (Sweden, Spain, Netherlands) demonstrate the processes of policy changes and the shift to deaf education that is aimed at taking care of the needs of deaf children and their families, as well as implementing the human rights protections for linguistic minorities.

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9

Lieberman, Lauren J., Lori Volding, and Joseph P. Winnick. "Comparing Motor Development of Deaf Children of Deaf Parents and Deaf Children of Hearing Parents." American Annals of the Deaf 149, no. 3 (2004): 281–89. http://dx.doi.org/10.1353/aad.2004.0027.

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10

Howerton-Fox, Amanda, and Jodi L. Falk. "Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education." Education Sciences 9, no. 2 (June 14, 2019): 133. http://dx.doi.org/10.3390/educsci9020133.

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

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11

Reagan, Timothy, Paula E. Matlins, and C. David Pielick. "Deaf Epistemology, Sign Language and the Education of d/Deaf Children." Educational Studies 57, no. 1 (January 2, 2021): 37–57. http://dx.doi.org/10.1080/00131946.2021.1878178.

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12

Svartholm, Kristina. "Bilingual education for deaf children in Sweden." International Journal of Bilingual Education and Bilingualism 13, no. 2 (March 2010): 159–74. http://dx.doi.org/10.1080/13670050903474077.

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13

Lynas, Wendy. "Controversies in the education of deaf children." Current Paediatrics 15, no. 3 (June 2005): 200–206. http://dx.doi.org/10.1016/j.cupe.2005.02.002.

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14

Shantie, Courtney, and Robert J. Hoffmeister. "Why Schools for Deaf Children Should Hire Deaf Teachers: A Preschool Issue." Journal of Education 182, no. 3 (October 2000): 42–53. http://dx.doi.org/10.1177/002205740018200304.

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First languages are assumed to be learned in the home. Since 90 to 97 percent of Deaf children are born to hearing parents who do not know American Sigh Language (ASL), their first exposure to ASL will be in the school setting. Deaf children will spend approximately 50 percent of their waking hours with teachers, who are their main language models. However, a substantial number of teachers of the Deaf report that they learned to sign from their students, only 45 percent of teachers claim they can sign as well as their students, and only 33 percent claim to understand their student's signing as well as they understand English. Moreover, over the years, educators created a variety of manual codes for English (MCE) in the mistaken notion that manually coding English would promote literacy in English. However, studies have shown that the key to reading and writing success was students'knowledge of ASL and ASL discourse as well as the ability to use ASL to approach learning the second language. The key to educational success for Deaf children lies in their being taught in a truly bilingual manner. Bilingual education has been shown to be successful if the first language is strong and there are adequate language models present. Thousands of Deaf children are currently being taught by the impoverished MCE model and by hearing teachers who could not pass the native signing requirements. More discussion and training in ASL proficiency should be required of educators of the Deaf and those training to become educators of the Deaf. In the crucial preschool years, teachers of Deaf children should be Deaf or Children of Deaf Adults (CODAs) themselves to ensure the future success of our Deaf students.

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15

Pribanić, Ljubica. "Sign Language and Deaf Education: A new tradition." Sign Language and Linguistics 9, no. 1-2 (2006): 233–54. http://dx.doi.org/10.1075/sll.9.1-2.12pri.

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Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better social adaptation skills, but also in their better academic achievement compared with other deaf children. The cultural approach to deaf education views sign language as the most natural linguistic form of deaf people, and a powerful means of communication for all purposes and in all circumstances. Here, we discuss case studies of Sweden and Denmark, with 20 years of tradition in deaf bilingual education; the Netherlands, with about 10 years of deaf bilingual education; and Spain, where deaf bilingual education is in the process of implementation. These examples (Sweden, Spain, Netherlands) demonstrate the processes of policy changes and the shift to deaf education that is aimed at taking care of the needs of deaf children and their families, as well as implementing the human rights protections for linguistic minorities.

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16

Sewell-Rutter, Joyce. "Auditory Communication for Deaf Children." Deafness & Education International 16, no. 2 (June 2014): 120–21. http://dx.doi.org/10.1179/1464315414z.00000000062.

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17

Butterfield, Stephen A. "Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment." Adapted Physical Activity Quarterly 8, no. 2 (April 1991): 95–102. http://dx.doi.org/10.1123/apaq.8.2.95.

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Efforts to include children with disabilities in mainstream settings often raise questions as to what constitutes “least restrictive.” This paper addresses educational placement of deaf children, especially as it pertains to physical education and sport. Many leaders in deaf education hold that placement of deaf children in public schools often occurs without regard to their socioemotional/cultural/language needs. This paper provides a rationale for the residential school as a viable and legitimate placement option for deaf children. Also included in the paper is a brief historical overview of deaf education including the contributions of residential schools to deaf sport and deaf culture.

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18

Shields, Joan. "The Education of Deaf-Blind Children in Russia." British Journal of Visual Impairment 8, no. 3 (October 1990): 114. http://dx.doi.org/10.1177/026461969000800319.

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19

Ionescu, Laura, Lacramioara Ursache, Adelina Nicolae, Adriana Conea, Cristian Potora, Ovidiu Stan, and Lucia Maria Lotrean. "Health education for deaf Romanian children: parents’ opinions." Health Education 119, no. 5/6 (July 5, 2019): 341–49. http://dx.doi.org/10.1108/he-02-2019-0008.

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Purpose The purpose of this paper is to focus on parents of children with hearing disabilities from Romania and has three objectives. First, it assesses their characteristics regarding use of communication technology. Second, it investigates their opinions regarding the importance of school-based education for healthy lifestyle promotion among their children. Third, it evaluates the availability for their involvement in educational activities using face-to-face approach and communication technology dedicated to helping parents to promote healthy lifestyle among their children, as well as factors which influence this availability. Design/methodology/approach The study was performed in October–November 2015 in two schools deserving children with hearing disabilities from North-West part of Romania. Anonymous questionnaire were filled in by 182 parents. Findings The majority of parents recognize the importance of school-based health education and more than 77 per cent totally agree that it should include issues regarding healthy nutrition, promotion of physical activity and smoking prevention. In total, 80.2 per cent of the parents declared that they are interested to participate in educational activities organized periodically at school and 66.5 per cent declared their interest in educational activities developed through communication technology in order to help them to stimulate the adoption of healthy lifestyle among their children. The availability was influenced by residence, educational level, understanding the importance of parents’ involvement, characteristics regarding the use of communication technology. Originality/value This represents the first study from Romania investigating the opinions and availability for their involvement with regard to school health education among parents of children with hearing deficiencies. The results have several implications for health education among children with hearing deficiencies and their parents.

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20

Wood, David. "Total Communication in the Education of Deaf Children." Developmental Medicine & Child Neurology 34, no. 3 (November 12, 2008): 266–69. http://dx.doi.org/10.1111/j.1469-8749.1992.tb15002.x.

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21

Sutton-Spence, Rachel. "Why we need signed poetry in bilingual education." Educar em Revista, spe-2 (2014): 111–27. http://dx.doi.org/10.1590/0104-4060.37231.

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A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to the use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them to develop a range of language skills, and express their emotions. Barriers to this, however, include lack of training and awareness for both deaf and hearing teachers - even when the teachers are poets.

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22

Mutswanga, Phillipa. "Speechreading Experiences of Children who are d/Deaf: A case of Harare Urban, Zimbabwe." Greener Journal of Education and Training Studies 2, no. 2 (May 20, 2014): 038–49. http://dx.doi.org/10.15580/gjets.2014.2.041414184.

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23

Chitiyo, Morgan. "Challenges Affecting the Education of Children in Zimbabwe." Childhood Education 90, no. 6 (November 2, 2014): 414–17. http://dx.doi.org/10.1080/00094056.2014.982971.

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24

Mitchiner, Julie, Christi Batamula, and Bobbie Jo Kite. "Hundred Languages of Deaf Children: Exploring the Reggio Emilia Approach in Deaf Education." American Annals of the Deaf 163, no. 3 (2018): 294–327. http://dx.doi.org/10.1353/aad.2018.0021.

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25

Maxwell, Madeline M. "Beginning Reading and Deaf Children." American Annals of the Deaf 131, no. 1 (1986): 14–20. http://dx.doi.org/10.1353/aad.2012.0757.

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26

Singer, Steven James, Kimberly Cacciato, Julianna Kamenakis, and Allison Shapiro. "Determining Language and Inclusion for Deaf-Plus Children." lnternational Electronic Journal of Elementary Education 13, no. 1 (October 13, 2020): 1–19. http://dx.doi.org/10.26822/iejee.2020.169.

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27

Harr, Jenifer. "Issues in researching the perspectives of deaf children." Journal of Research in Special Educational Needs 1, no. 3 (January 26, 2004): no. http://dx.doi.org/10.1111/j.1471-3802.2001.00151.x.

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28

Wan, Shu. "Annetta T. Mills and the Origin of Deaf Education in China." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 84–99. http://dx.doi.org/10.15353/cjds.v10i1.730.

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As the first education institution enrolling deaf children in China, the Chefoo School for the Deaf (which will be called “Chefoo School” in the rest of this article) was originally established by the American missionary couple Charles R. Mills and Annetta T. Mills. In the first decade of the twentieth century, the Chefoo School succeeded in attracting students across the country. For investigating Mills’s contributions to the proliferation of Chinese deaf education in a transnational context, this article will consist of the following three sections. The first section primarily discusses the early history of deaf education in China before the establishment of the Chefoo School in 1898. As early as the 1840s, Chinese elites had already gained firsthand knowledge of deaf education in the United States. Around the 1870s, American and French missionaries respectively proposed to establish a specific deaf school, which took care of deaf children in Shanghai but failed to provide special education to them. And then the second section of this article will examine Mills’s efforts to seek financial support from the transnational community of deaf education. The final section of this article will switch to Mills’s agenda of localizing deaf education in China, including training native teachers fostering the proliferation of deaf education in China and providing industrial training to Chinese deaf children.

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29

Stewart, David A., and Gwendolyn Benson. "Dual Cultural Negligence: The Education of Black Deaf Children." Journal of Multicultural Counseling and Development 16, no. 3 (July 1988): 98–109. http://dx.doi.org/10.1002/j.2161-1912.1988.tb00401.x.

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30

Brownley, Jack. "Quality Education for All Deaf Children: An Achievable Goal." American Annals of the Deaf 132, no. 5a (1987): 340–43. http://dx.doi.org/10.1353/aad.2012.1594.

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31

Erik Ohna, S. "Education of Deaf Children and the Politics of Recognition." Journal of Deaf Studies and Deaf Education 8, no. 1 (January 1, 2003): 5–10. http://dx.doi.org/10.1093/deafed/8.1.5.

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32

Harris, Margaret, Joan Chasin, Catherine Green, and John Beech. "Reading development in young deaf children." First Language 10, no. 30 (October 1990): 269. http://dx.doi.org/10.1177/014272379001003021.

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33

Alothman, Dr Abdulaziz Abdullah. "Language and Literacy of Deaf Children." Psychology and Education Journal 58, no. 1 (January 29, 2021): 799–819. http://dx.doi.org/10.17762/pae.v58i1.832.

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Children with deafness encounter multiple problems in the course of developing their language and literacy skills. A detailed review of the literature on issues affecting deaf children in acquiring language and literacy skills is presented in this study. Many problems pertaining to the development of literacy skills and the interrelationship between reading and writing are demonstrated. A review was carried out across six scientific databases. The articles were categorised to address issues pertaining to the development of language and literacy skills, with a focus on reading and writing. The review helped demonstrate important factors affecting the development of language skills among children with deafness, and highlighted the need for different approaches to respond to them.

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34

ERTING, CAROL J. "Cultural Conflict in a School for Deaf Children." Anthropology & Education Quarterly 16, no. 3 (September 1985): 225–43. http://dx.doi.org/10.1525/aeq.1985.16.3.05x1489g.

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35

Marschark, Marc, and Harry Knoors. "Educating Deaf Children: Language, Cognition, and Learning." Deafness & Education International 14, no. 3 (September 2012): 136–60. http://dx.doi.org/10.1179/1557069x12y.0000000010.

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36

Kristoffersen, Ann-Elise, and Eva Simonsen. "Communities of Practice: Literacy and Deaf Children." Deafness & Education International 18, no. 3 (July 2, 2016): 141–50. http://dx.doi.org/10.1080/14643154.2016.1198101.

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37

Leigh, I. W. "Attachment in Deaf Mothers and Their Children." Journal of Deaf Studies and Deaf Education 9, no. 2 (April 1, 2004): 176–88. http://dx.doi.org/10.1093/deafed/enh019.

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38

Mascio, Tania Di, Rosella Gennari, Alessandra Melonio, and Pierpaolo Vittorini. "Designing games for deaf children: first guidelines." International Journal of Technology Enhanced Learning 5, no. 3/4 (2013): 223. http://dx.doi.org/10.1504/ijtel.2013.059493.

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39

Snoddon, Kristin. "The Social and Epistemological Violence of Inclusive Education for Deaf Learners." Canadian Journal of Disability Studies 9, no. 5 (December 18, 2020): 185–213. http://dx.doi.org/10.15353/cjds.v9i5.695.

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This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of signing deaf peers. Inclusive educational systems have disrupted intergenerational sign language transmission and resulted in deaf children’s loss of identity. The paper calls for sign language policies and sign language-medium educational practices to ensure the viability of deaf futures.

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40

Lund, P. M. "Health and education of children with albinism in Zimbabwe." Health Education Research 16, no. 1 (February 1, 2001): 1–7. http://dx.doi.org/10.1093/her/16.1.1.

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41

Dair, Jessica, M. Kathleen Ellis, and Lauren J. Lieberman. "Prevalence of Overweight Among Deaf Children." American Annals of the Deaf 151, no. 3 (2006): 318–26. http://dx.doi.org/10.1353/aad.2006.0034.

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42

Guarinello, Ana Cristina, Ana Paula Berberian, Ana Paula de Oliveira Santana, and Giselle de Athaíde Massi. "Deafness and Attention in Deaf Children." American Annals of the Deaf 151, no. 5 (2006): 499–507. http://dx.doi.org/10.1353/aad.2007.0004.

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43

Paszkowska‐Rogacz, Anna. "NONVERBAL ASPECTS OF CREATIVE THINKING: STUDIES OF DEAF CHILDREN." European Journal of High Ability 3, no. 2 (January 1992): 236–39. http://dx.doi.org/10.1080/0937445920030211.

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44

Andrews, Jean F., and Kyle Jaussi. "Teacher Education in Deafness in Appalachian Kentucky." Rural Special Education Quarterly 12, no. 4 (December 1993): 8–21. http://dx.doi.org/10.1177/875687059301200403.

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Sociocultural factors effect the learning of deaf and hard-of-hearing (deaf/hh) children. Knowledge and sensitivity to children's home culture can assist the teacher in planning effective lessons. A three year project funded by the U.S. Department of Education is described which prepared 15 teachers of deaf/hh children in southeastern Kentucky. It is suggested that teacher-preparation programs include information on the sociocultural context of the communities where its graduates will work. The needs of preservice teachers for southeast Kentucky are conceptualized into four components: (a) Appalachian history, culture, and language; (b) deafness and learning strategies; (c) deaf culture and American Sign Language; and d) main-streaming competencies. Self-reports by the 15 trainees on their progress in the program are presented along with evaluations of teaching performance by their school supervisors.

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45

Jamieson, Janet R. "Instructional discourse strategies: differences between hearing and deaf mothers of deaf children." First Language 14, no. 41 (June 1994): 153–71. http://dx.doi.org/10.1177/014272379401404102.

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46

Hayes, Heather, Brett Kessler, and Rebecca Treiman. "Spelling of Deaf Children Who Use Cochlear Implants." Scientific Studies of Reading 15, no. 6 (November 2011): 522–40. http://dx.doi.org/10.1080/10888438.2010.528480.

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47

Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (December 2, 2019): 177. http://dx.doi.org/10.22146/jh.44767.

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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

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48

Tedla, Tadesse, and Dawit Negassa. "The Inclusive Education for Deaf Children in Primary, Secondary and Preparatory Schools in Gondar, Ethiopia." Jurnal Humaniora 31, no. 2 (May 28, 2019): 177. http://dx.doi.org/10.22146/jh.v31i2.44767.

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The purpose of this study was to investigate the current experiences of deaf children in upper primary, secondary and preparatory schools in Gondar City Administration, Ethiopia. A phenomenological study design with qualitative inquiry approach was used. The main tool used for the study was a semi-structured interview guide, which was developed out of comprehensive review of literature for data collection. Out of the thirty deaf children in the study (26 children from grades 5 to 8 and four children from grades 9 to 12), nine were selected through purposive and available sampling techniques from upper primary, secondary and preparatory schools respectively. The data collected were thematically analyzed though the academic dimension points. Results indicated that the deaf children were not academically included at par with the other students, though they were able to receive support from their peers and were active participants in extra-curricular activities. The deaf children were found suffering from communication barrier, unsuitable and non-varied teaching methodologies and lower expectations on the ability of the deaf children from side of teachers. And, the children were also challenged with the absence of sig language interpreters in their classes and the current text books which they deaf children used to study are lacking the incorporations of adequate pictures. Recommendations such as sign language training for teachers and peers, recruitment of sign language interpreters, acquisition of suitable teaching-learning materials along with adequate training of teachers in using effective and varied methodologies for deaf children have been forwarded.

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49

Moses, Annie M., Debbie B. Golos, Brynn Roemen, and Gabrielle E. Cregan. "The current state of early literacy for deaf and hearing children: A survey of early childhood educators." Journal of Early Childhood Literacy 18, no. 3 (October 6, 2016): 373–95. http://dx.doi.org/10.1177/1468798416671173.

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Children, from birth, acquire literacy within various contexts, including in early childhood educational settings. In the United States, there has been renewed attention from the public, the government and educators to increase the quality of early childhood education. Particular focus has been on settings serving children who are at risk for of later literacy failure. This can include deaf children who typically fall well behind their hearing peers in literacy during the school years and beyond. However, little is known about the frequency and types of literacy experiences offered to deaf children as compared to those offered to hearing children. The current investigation aimed to account for the literacy activities and materials provided to hearing and deaf children through a survey of early childhood educators ( N = 155) who work primarily with one of these populations. Descriptive statistics and Chi-Square Tests of Independence comparisons indicated that, although there is room for improvement in both populations, deaf children in particular may not be receiving access to high quality literacy activities in EC settings. Based on the study’s findings, directions for future research and also the preparation and continued development of all early childhood educators are identified.

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Flaherty, Mary. "What We Can Learn From Hearing Parents of Deaf Children." Australasian Journal of Special Education 39, no. 1 (January 5, 2015): 67–84. http://dx.doi.org/10.1017/jse.2014.19.

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Abstract:

Hearing parents of deaf children face stresses and demands related to parenting a deaf child, including difficult choices about language, technologies, education and identity for their children (Marschark, 1997). To date, few researchers have discussed the unique challenges faced by this group. Through a series of semistructured, in-depth interviews with 18 parents, this study investigated the experiences of hearing parents of deaf children spanning various life stages. A phenomenological approach identified 5 themes most pertinent to understanding their experiences. Each theme offers insight, particularly for professionals, into the distinctive issues that might arise at the time of diagnosis of deafness and reveals the challenges hearing parents face when confronted with a barrage of decisions, including choice of oral or sign language, mainstream or special deaf education, and identity with the hearing or Deaf community. The central message from this work is to inform hearing parents of deaf children and professionals working with these parents of the likely challenges that they may face.

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