Relevant bibliographies by topics / School for the Deaf

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School for the Deaf'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "School for the Deaf"

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KAI, Sarasa, and Takashi TORIGOE. "Deaf Identity: High-School-Level Students at a School for the Deaf." Japanese Journal of Special Education 44, no. 4 (2006): 209–17. http://dx.doi.org/10.6033/tokkyou.44.209.

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Tanyeri, Yucel. "İzmir School for the Deaf." Turk Otolarengoloji Arsivi/Turkish Archives of Otolaryngology 54, no. 1 (May 31, 2016): 1–4. http://dx.doi.org/10.5152/tao.2016.31012016.

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Qureshi, Shahzad Waheed, Muhammad Moed Haidar Naqvi, Amna Mehwish Ikram, Adeel Haidar, Rehana Kausar, Tayyaba Nayab Shahid, and Amina Tariq. "Prevalence of Dental Caries Among Physically Disable Students of Primary School in Lahore." Pakistan Journal of Medical and Health Sciences 16, no. 9 (September 30, 2022): 457–59. http://dx.doi.org/10.53350/pjmhs22169457.

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Objective: This study aimed to report the incidence of dental caries among deaf students of primary school in Lahore Method: This descriptive crossectional study was conducted at 2 private primary schools for deaf students in Lahore. Sample of the study was 150 students who were completely deaf. Data was collected by screening of oral health maintenance of students by two dentists. Chi Square test was used to explore the age wise difference in occurrence of dental caries among deaf students of primary school in Lahore Results: Overall incidence of dental caries is quite high among deaf students of primary school in Lahore (112(74.67%). Results of chi square test revealed no significant difference of incidence of dental caries in terms of age (X2=4.597, P=.204). Conclusion: In Lahore, incidence of dental caries among primary school deaf students is quite high which need to be address. Moreover, age has no significant effect on the incidence of dental caries among primary school deaf students. Keywords: Dental caries, Deaf students, Primary school, Oral health maintenance
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Ibragimova, Lola S. "DIDACTIC PRINCIPLES IN THE SCHOOL OF DEAF CHILDREN IMPLEMENTATION." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 192–96. http://dx.doi.org/10.55640/eijmrms-02-04-34.

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This article describes the analysis of didactic principles in the school of deaf children. The essence of the principles of scientific, conscious and active, comprehensible, visual, thorough, individual approach, consistency and regularity, the relevance of theory to practice and other principles used in the process of special education is revealed.
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Möhr Nemčić, Renata, and Sandra Bradarić-Jončić. "Relacije kulturnog identiteta i nekih demografskih obilježja gluhih i nagluhih osoba." Hrvatska revija za rehabilitacijska istraživanja 52, no. 1 (July 8, 2016): 63–77. http://dx.doi.org/10.31299/hrri.52.1.6.

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The aim of this research was to examine the frequency of a particular identity type, as well as the relationships between cultural identification and demographic variables related to the hearing, educational and marital status of deaf and hard of hearing persons. The research sample consisted of 443 hearing-impaired persons of both sexes (274 deaf and 169 hard of hearing), aged between 18 and 87 years, from 17 Croatian cities. For the purpose of collecting demographic data, a questionnaire was constructed. Cultural identity was examined using the DAS (Deaf Acculturation Scale, Maxwell-McCow and Zea, 2011). Although 58% of the respondents were attending oral schools for the deaf and regular elementary and secondary schools, with only 12% of them having deaf parents, 80% of them showed either deaf acculturation (48%) or bicultural identifi cation (32%); 12% were hearing acculturated, while 8% had marginal identity, which is in accordance with previous research results. Statistical analyses showed significant relations between cultural identity and the degree of hearing loss (hard of hearing persons more often than deaf persons were hearing-acculturated, biculturally, or marginally acculturated), the age of hearing loss onset (being significantly lower in deaf acculturated persons than in biculturally acculturated and hearing-acculturated ones), the age at which respondents started learning Croatian Sign Language (deaf acculturated started significantly earlier than biculturally acculturated and hearing acculturated persons); educational level (the highest levels are achieved by hearing and biculturally acculturated persons); the type of elementary school (those from schools for the deaf tend toward deaf or bicultural identity; those from regular schools more frequently have hearing identity; those from oral schools for the deaf more often have marginal identity) and secondary school (those who had attended regular schools more often had a hearing identity, whereas those who attended school for the deaf more often had a deaf identity), marital status (more single persons were found among hearing and marginally acculturated persons), as well as their partner’s hearing status (hearing acculturated persons preferred hearing partners, and deaf acculturated persons preferred deaf ones). The relationship between cultural identity and the respondents’ parents’ hearing status didn’t prove to be significant. The practical implications of the obtained results are being considered.
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De Monte, Maria Tagarelli. "Life after school." ETD - Educação Temática Digital 24, no. 4 (December 16, 2022): 866–81. http://dx.doi.org/10.20396/etd.v24i4.8670247.

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Most studies on D/deaf education focus on children who are in their scholar years. This follows both the trend in pedagogical studies, which have seen a great improvements in the past 40 years, and the desire/need to prepare teachers of the D/deaf to provide these children with the best possible means to face adult life. This trend is present in many countries, Italy as well, where the growing interest towards sign language is intertwined with the need to provide special needs teachers with updated information on how to teach to their students. The result is a growing interest towards all possible means of social inclusion, and the recognition of sign language as a priviledged code to communicate with deaf people. The evolution of the national laws on special education, and the formal recognition of Italian sign language, seem to reflect this change of mindset. However, while the formation of educators to the needs of D/deaf children is improving, a generational gap remains between those who were educated in special schools (now aged 40+), adults who were educated without having a specialized professional to refer to (aged between 30-40), and young adults who had all the possible opportunities to improve their abilities but still struggle to overcome linguistic or socio-cultural barriers to professionally improve in the adult’s world. This paper will cover the specific situation of lifelong learning in Italian and foreign D/deaf adults, offering a picture on D/deaf lifelong learning in Italy and Europe.
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Kyle, Jim. "SIGN AND SCHOOL." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 308–26. http://dx.doi.org/10.14295/momento.v31i02.14497.

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When our international collection of papers on the status of signing in school was published in 1987, we believed we were in transition in the UK. The discovery of sign languages and their validation by linguists, had provided the base for the implementation which the deaf community had requested. Deaf children ought to have sign language as their language of interaction and instruction. The collection highlighted forward thinking but also showed that different countries were at different stages of their journey. In this contribution, we reflect on the knowledge we had then, the discoveries since, and ask the question: is it now the norm that deaf children, from the earliest of age, have access to sign language (in our case, British Sign Language), and can we describe the evidence that says this is working to produce more adjusted and effective citizens? We look beyond the simple question to consider whether the bilingualism we have been advocating is one-sided and does not produce a change in attitude for the majority society. In effect, if deaf people become bilingual, does it allow society to remain monolingual and to avoid engagement with the deaf view of life and society? And finally, the paper asks: what will be hearing loss or/and hearing enhancement in future?
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KOJIMA, YOSHIMASA. "A profile of deaf school child, children and pupil.A case of the Kawasaki city deaf school." AUDIOLOGY JAPAN 33, no. 5 (1990): 437–38. http://dx.doi.org/10.4295/audiology.33.437.

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Okuyama, Yoshiko. "Japanese Deaf Adolescents' Textisms." International Journal of Cyber Behavior, Psychology and Learning 4, no. 2 (April 2014): 20–32. http://dx.doi.org/10.4018/ijcbpl.2014040102.

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This study investigated how texting was used by deaf adolescents in Japan. A small corpus of dyadic messages exchanged via cell phone between 2 deaf high-school students at a residential school was collected to examine the features of unconventional spellings typically used in text messages, or “textisms.” The characteristics of this text-message corpus were analyzed along with the factors associated with texting behaviors of other deaf adolescents in their school in order to explore the features of textisms adopted by these deaf adolescents. The study found that in the pair's 356 messages, the deaf adolescents adopted characteristics of textisms very similar to those used by the hearing adolescents studied by other researchers on Japanese mobile communication.
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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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Dissertations / Theses on the topic "School for the Deaf"

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Gottardis, L. "Deaf primary school children's achievement in mathematics." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f.

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The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010) argued that number knowledge, working memory and degree of hearing loss could be possible causes of deaf children’s difficulties in mathematics but no clear conclusions were reached. The present investigation aims to provide insight into the causes of deaf children’s delay in mathematics. The survey study addressed the first aim of the present study. The maths test of the Performance Indicators for Primary School (PIPS) was used as outcome measure. Factors related to deaf children (degree of hearing loss, age, years in education, presence of cochlear implant, gender, causes of deafness) and background factors (highest maternal education, language used at home, type of educational provision) were assessed as possible predictors and moderators of the extent of deaf children’s delay in mathematics. The overall extent of deaf children’s delay in mathematics was of -1.76 SDs. The older the children get and the more years they spend in special schools for the deaf or in units for hearing impaired, the wider is their gap in mathematics achievement compared with their hearing peers. It is, therefore, necessary to intervene in their mathematical learning in the early years of schooling in order to create pathways for improvement. The second aim of the present study was addressed through a longitudinal design. Logical-mathematical reasoning, working memory and counting ability were chosen as predictors of deaf children’s mathematical attainment on the basis of theoretical framework, evidence from longitudinal studies and from the analysis of the difficulties that deaf children have in these factors compared with hearing peers. Hierarchical regression analyses were used to assess the independence of the contributions of logical-mathematical reasoning, working memory and counting ability to the prediction of deaf children’s mathematical achievement measured through the PIPS. Age, years in education, type of educational provision and non-verbal intelligence were used as controls. Counting ability and working memory did make independent contributions to the prediction of deaf children’s mathematical success but logical mathematical reasoning was by far the strongest predictor. When the predictors were entered in the model, none of the control variables predicted significantly deaf children’s mathematical achievement. This study makes several empirical contributions. First, it established age, years in education and types of educational provision as moderators of the extent of deaf children’s delay in mathematics. Second, it determined the plausibility of a causal link between logical-mathematical reasoning, counting ability, working memory and deaf children’s mathematical achievement. The implication is that schools must explicitly plan to improve deaf children’s mathematical reasoning, counting ability and working memory when they are in kindergarten and in the first years of school in order to help the children’s mathematical development.
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Ross, Linda L. "Becoming deaf : an ethnographic exploration of enculturation and acculturation at a residential deaf school /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488187049543208.

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Staten, Frederick Douglass. "Examining the influence of the residential school for the deaf experience on deaf identity." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2773.

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This study explored the impact of the residential school for the deaf experience on deaf identity development. The researcher utilized qualitative methodology, constant comparative analysis, and semi-structured interviews with 5 current students and 5 alumni from the Oregon School for the Deaf. The triangulation of participant interviews collectively yielded 67 textural codes and 8 structural categories in response to the four research questions: 1. Were there experiential factors that contributed to current students and alumni making the decision to attend the residential school for the deaf? 2. What, if any, is the impact of the residential school for the deaf on the identities of those who experience it? 3. How do the participants perceive their experience at the residential school for the deaf as preparation for life after graduation? 4. Based on participants' experiences with helping professionals, are there competencies, from their perspective, that helping professionals need in order to best serve individuals who are deaf? The data in the form of participant responses revealed that the immersive nature of the residential school for the deaf experience led to unfettered communication and comfort through sign language, thus making their educational experience more comfortable; increased personal and social Deaf cultural identification; and perceived readiness for life after graduation. In reference to helping professional competencies, participants reported professionals need to know the language and culture of the individuals who are being served.
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Lissi, Maria Rosa. "A descriptive study of deaf students and their reading teachers using English to participate in computer-networked conversations /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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馮詠儀 and Wing-yee Fung. "Self-concept in hearing impairecd secondary school integrators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956403.

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Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.

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Haji, Shahminan Hajah Norbayah. "A critical exploration of deaf young people's underachievement in Brunei Darussalam." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7693.

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This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of deafness prior to the birth of their deaf children and language teachers with a lack of skills and knowledge of deafness in the implementation of an inclusive education system in Brunei Darussalam. The empirical evidence I used to develop and support my thesis involves data I have generated using a variety of data collection tools, and includes analysis of documents, interviews with 12 deaf people age 18-25 years old, 4 hearing parents and 4 teachers together with 8 hours of classroom observations. A thematic analysis was conducted to identify prevalent similarities in the participant’s responses. Underachievement among young deaf people was due to undeveloped language. Undeveloped language for communication is the major theme identified. This study argues that while certain barriers to participation in hearing inclusive classrooms and hearing environments may be being removed, perceptions of the deaf as being unable to communicate remain embedded in dominant disability discourse (Lang, 2001). The study’s conclusions are drawn within the context of proposing a framework for a holistic, integrated, community based educational support structure for Brunei Darussalam that meets the support requirements of deaf young people (DYP), parents and teachers within inclusive schools.
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Fung, Wing-yee. "Self-concept in hearing impairecd secondary school integrators." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13597164.

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Lee, Chongmin. "MIDDLE SCHOOL DEAF STUDENTS’ PROBLEM-SOLVING BEHAVIORS AND STRATEGY USE." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291230924.

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González, Moraga Maribel del Carmen. "Being and becoming a Deaf Educator : the construction of Deaf Educators' roles and pedagogies in Chilean Deaf Schools." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723458.

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Books on the topic "School for the Deaf"

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Eastman, Gil. Deaf mosaic. Washington, D.C: Gallaudet University, Dept. of Television, Film & Photography, 1989.

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George, Ancona, ed. Handtalk school. New York: Four Winds Press, 1991.

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Miller-Nomeland, Melvia. Kendall Demonstration Elementary School deaf studies curriculum guide. Washington, D.C: Gallaudet University, 1993.

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Eastman, Gil. Deaf mosaic. Washington, DC: Dept. of Television, Film, and Photography, Gallaudet University, 1992.

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Eastman, Gil. Deaf mosaic. Washington, DC: Dept. of Television, Film, and Photography, Gallaudet University, 1991.

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J, Kyle, ed. Sign and school: Using signs in deaf children's development. Clevedon, Avon, England: Multilingual Matters, 1987.

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Historic MSD: The story of the Missouri School for the Deaf. Fulton, Mo: Richard D. Reed, 2000.

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Con, Powell, ed. The hearing impaired child and school. London: Souvenir Press E&A, 1991.

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Boyce, Anthony J. The Leeds beacon. Feltham: British Deaf History Society, 1996.

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Catherine, Fischer, and Ohio School for the Deaf, eds. The Ohio School for the Deaf: 175 glorious years. [Columbus: Ohio School for the Deaf, 2007.

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Book chapters on the topic "School for the Deaf"

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Fellinger, Johannes, and Daniel Holzinger. "Enhancing Resilience to Mental Health Disorders in Deaf School Children." In Resilience in Deaf Children, 169–205. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7796-0_7.

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Metz, Kurt, Margery Miller, and Tania N. Thomas-Presswood. "Assessing Children Who Are Deaf or Hard of Hearing." In Best Practices in School Neuropsychology, 419–63. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269855.ch17.

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Lytle, Linda Risser, Gina A. Oliva, Joan M. Ostrove, and Cindi Cassady. "Building Resilience in Adolescence: The Influences of Individual, Family, School, and Community Perspectives and Practices." In Resilience in Deaf Children, 251–77. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7796-0_10.

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Bell, Fiona, and Lindsay Nicolai. "School Psychological Practice with Deaf and Hard-of-Hearing Students." In Handbook of Australian School Psychology, 613–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_31.

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Bajkó, Ágnes, and Edit H. Kontra. "Chapter 7. Deaf EFL Learners Outside the School System." In Language Learners with Special Needs, edited by Judit Kormos and Edit H. Kontra, 158–88. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690913-009.

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BONDS, BARBARA GALE. "School-to-Work Transitions." In Deaf Learners, 145–58. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rh292r.15.

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O’Brien, Catherine A. "The Impact of Identity and Culturally Responsive School Leadership: Leaders of Schools and Programs for the Deaf." In Deaf Identities, 120–44. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190887599.003.0006.

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This chapter explores the relationship between culturally responsive school leadership and school culture in schools for the deaf. The author demonstrates how Deaf culture, identity, and culturally responsive school leadership intertwine and influence each other. This chapter reports on observations of and interviews with leaders in six schools for the deaf in the United States. Many current school leaders serving Deaf children lack knowledge and understanding of Deaf culture and Deaf identity. Culturally responsive leaders in the schools for the deaf that were studied were almost all part of Deaf culture. If school leaders are to better meet the needs deaf students’ education and identity development, they must recognize the students’ cultures and identities. The author makes a plea for better equipping potential principals and other leaders of schools for the deaf.
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"Starting Graduate School." In Deaf in DC, 114–17. Gallaudet University Press, 2010. http://dx.doi.org/10.2307/j.ctv2rcng1m.30.

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"Sherry School (1950)." In Deaf Hearing Boy, 91–100. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rh28k1.11.

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Knoors, Harry, and Marc Marschark. "School Achievement and Instruction." In Teaching Deaf Learners, 159–79. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199792023.003.0008.

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Conference papers on the topic "School for the Deaf"

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Agustin, Nisrina N. "Self-Adjustment of Deaf Students Transfer from Special School to Inclusive School." In International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.209.

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Wuryanti, Sri. "INDONESIAN LANGUAGE NATIONAL EXAMINATION RESULTS FOR HIGH SCHOOL DEAF CHILDREN." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.225.

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Zainab, Nurul. "Islamic Education for Deaf Students in Special Education School in Madura." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.123.

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Mendonca Lopes, Silvana, Shiderlene Almeida, and Joice Maltauro Juliano. "LANGUAGE, CULTURE AND DEAF IDENTITY: (AUTO) BIOGRAPHY AND REFLECTIONS ABOUT THE INCLUSION OF DEAF PEOPLE IN THE SCHOOL CONTEXT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2252.

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Do Thi, Hien, and Thuy Nguyen Thi Thanh. "Socilaization through Sign Language for Deaf Children in Early School Years in Light of Communication Theory." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.7-2.

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Like the impact of natural language on normal children, sign language plays an important role in the comprehensive development of deaf children. Deaf children also use sign language to think, communicate and socialize. So how do we teach deaf children sign language? Is teaching sign language to deaf children the same as teaching language for normal children? In this article, considering the situation of many deaf children in the first grade who have few language skills and limited communicative competence, we discuss the factors affecting language teaching in these environments. Furthermore, we propose games which may enhance their language skills, and to assist them to develop and improve the quality of life, and thus to integrate into larger society.
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Anggraini, Tina, Sunyoto Eko Nugroho, and Bambang Subali. "Junior High School Deaf Students’ Analysis of Multirepresentation Ability in SMPLBN Ungaran." In Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iset-18.2018.109.

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O'Brien, Catherine. "The Impact of Identity on Culturally Responsive School Leadership: Leaders in Schools and Programs Serving Deaf Students." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584204.

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Pamungkas, Dede, Jasmansyah, and Arief Johari. "Visual study of media images in the process of learning at deaf learners school." In 2017 International Conference on Computing, Engineering, and Design (ICCED). IEEE, 2017. http://dx.doi.org/10.1109/ced.2017.8308125.

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Almager, Irma. "Learning to Lead Deaf Education: Engaging Schools in Understanding/Implementing Education Access for Deaf Children." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444386.

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Ratnaningrum, Ika, and Sri Hartati. "Utilization Of Digital Based Media In Dance Learning For Deaf Students In Inclusive Elementary School." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.33.

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Reports on the topic "School for the Deaf"

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Gournaris, Kara. Engaging in a Rural Deaf Community of Practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6993.

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Rahman, Asad, Maira Siddiqui, Sarah Shaikh, Richard Geary, Aaron Awasen, and Daniel Plaut. EdTech Interventions for Deaf Learners: Sprint 2 Review. EdTech Hub, January 2021. http://dx.doi.org/10.53832/edtechhub.0131.

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Knight, Megan. The Cultural Gap: Deaf Community and Speech-Language Pathologists. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.131.

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Edmiston, Jessica L. Alabama Institute for Deaf and Blind Biodiesel Project Green. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1051406.

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Walsh, Patrick. Service delivery to deaf persons : a survey and proposal. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1981.

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Ruhl, Janice. American Deaf Students in ENNL Classes: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6796.

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Linkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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Rahman, Asad, Maira Siddiqui, Sarah Shaikh, Richard Geary, Aaron Awasen, and Daniel Plaut. EdTech Interventions for Deaf Learners in Pakistan: Sprint 1 Review. EdTech Hub, December 2020. http://dx.doi.org/10.53832/edtechhub.0130.

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Yusupov, Dilmurad. Deaf Uzbek Jehovah’s Witnesses: The Case of Intersection of Disability, Ethnic and Religious Inequalities in Post-Soviet Uzbekistan. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/creid.2021.008.

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Abstract:
This study explores how intersecting identities based on disability, ethnicity and religion impact the wellbeing of deaf Uzbek Jehovah’s Witnesses in post-Soviet Uzbekistan. By analysing the collected ethnographic data and semi-structured interviews with deaf people, Islamic religious figures, and state officials in the capital city Tashkent, it provides the case of how a reaction of a majority religious group to the freedom of religious belief contributes to the marginalisation and exclusion of religious deaf minorities who were converted from Islam to the Jehovah’s Witnesses. The paper argues that the insensitivity of the dominant Muslim communities to the freedom of religious belief of deaf Uzbek Christian converts excluded them from their project activities and allocation of resources provided by the newly established Islamic Endowment Public charity foundation ‘Vaqf’. Deaf people in Uzbekistan are often stigmatised and discriminated against based on their disability identity, and religious inequality may further exacerbate existing challenges, lead to unintended exclusionary tendencies within the local deaf communities, and ultimately inhibit the formation of collective deaf identity and agency to advocate for their legitimate rights and interests.
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