This family and practitioner brief addresses the role of interpreters and deaf students' autonomy in mainstream classrooms. It explores deaf individuals' and interpreters' perspectives on the interpreters' role, approaches to working together, and students' autonomy, which were taken from individual and group interviews. The brief will conclude by sharing strategies for supporting student autonomy and enhancing communication and collaboration between deaf students, interpreters, and educational team members.

Deaf epistemology, which focuses on the unique ways deaf individuals navigate and experience the auditory world, has become a critical area of study in recent years, particularly in the U.S. This literature review explores key themes in deaf U.S. epistemology, focusing on the comparison between traditional (hearing-centered) epistemology and deaf epistemology, as well as the influences of identity, culture, and sign language. Findings reveal that deaf epistemology in the U.S. is deeply shaped by identity, cultural pride, Deafhood, and the recognition of American Sign Language and situated homecoming, raising questions about how deaf experiences contribute to knowledge. These findings suggest that it may be useful to explore the concept of deaf epistemology in countries such as Indonesia, where historical context, Indonesian Sign Language (Bisindo), identity, and culture have developed under different social and political conditions. This review seeks to use the U.S. deaf epistemology framework to investigate how a distinct deaf Indonesian epistemology might emerge, given the challenges of language suppression, limited educational access, and the struggle for recognition of Bisindo. This work contributes to ongoing advocacy for the recognition of Bisindo and deaf culture in Indonesia, providing a foundation for future research on how deaf Indonesians construct knowledge in their own cultural context.

To provide a first description of Australian Sign Language (Auslan) handshapes, the signed productions of 44 children aged 3.0-6.8 years were documented using a new approach, the "Handshape Analysis Recording Tool" (HART) across a 2-year period. This yielded a corpus of 3,166 signs and 3,849 individual handshape tokens. The frequency, accuracy, and relative impact on communication were calculated for each handshape. The overall Auslan handshape accuracy was 90.5%. The most frequent Auslan handshapes were B, 1, S, 5, and Bent 5, and these were produced with 89%-94% accuracy. This level of handshape accuracy was high compared to past reports for American Sign Language (ASL) and British Sign Language (BSL). The most frequent and accurate Auslan handshapes only partially overlapped with previous ASL and BSL research, suggesting that early handshape repertoires may be specific to particular sign languages.

Loneliness is recognized worldwide as a risk to well-being and health. It emerges from the discrepancy between our expectations of social relationships and the reality. However, very little is known about the experiences of loneliness among older deaf adults. The aim of the study was to describe the experiences and expressions of loneliness among 12 older deaf adults who use sign language. We interviewed them, and the interview transcripts were analyzed inductively. Loneliness manifested itself in a variety of ways in the narratives, facial expressions, postures, movements, gestures, and the very individual-specific signing of the respondents. The narratives illustrated the loneliness they experienced and how they coped with it. To our knowledge, this is one of the first studies on loneliness among older deaf adults who use sign language. It should be acknowledged: Discovering and understanding this hidden phenomenon is the key to alleviating it. Future studies should explore tailored interventions and inclusive communication strategies to alleviate loneliness. Involving older deaf adults who use sign language in cocreating solutions will be essential.

The present action research study had two main aims. The first aim was to develop and implement a Teacher Training Program for teachers providing early intervention (EI) services for deaf/hard of hearing (DHH) children. The second aim was to investigate the contributions of the Teacher Training Program to the participating teachers, the principal, and the parents of DHH children. The research was conducted at a Special Education and Rehabilitation Center (SERC). The participants of the study included eight teachers, one school principal, eight DHH children, and their parents. Data were collected from reflective journals, documents, observations, semi-structured interviews, meetings, and artifacts, and analyzed using descriptive and inductive methods. The findings showed that teachers achieved significant professional development in the planning and evaluation of EI session, and in their interactions with children, utilizing play as a learning medium, supporting listening and spoken language development skills, and supporting active participation of the family. It was noted, however, that the high teacher turnover stemming from problems related to working conditions at the SERC limited the sustainability of the Teacher Training Program and its benefits to the center.

For families of deaf children, early language planning is often shaped by high-pressure decisions and conflicting professional advice. This brief introduces Family Language Policy (FLP) as a practical, strengths-based framework for supporting communication decisions following cochlear implantation. Rather than framing oral and visual languages as competing approaches, FLP acknowledges the diverse values, beliefs, and contexts that shape each family's choices. Drawing on bilingualism research and findings from (McMenamin, 2019) this article highlights that developmental outcomes are not determined by modality, but by consistent access to rich language input. Key recommendations include recognizing the impact of access to Deaf cultural resources, supporting hearing parents learning visual language, and engaging families in reflective, values-aligned planning. By shifting focus from prescriptive outcomes to meaningful participation and identity, FLP offers a way forward that respects family agency and promotes language development across modalities.

The current systematic review and meta-synthesis investigated the experiences of Deaf queer people, specifically, how identities in this population shift dynamically in response to their dual marginalization. Data were extracted from 27 qualitative studies, with a sample total of 176 participants. Synthesis was influenced by the Model of Multidimensional Identities to frame resulting categories and themes. Four categories were developed from the data: (1) institutional contributors to identity salience, (2) cultural moderators of institutional neglect, (3) resistance to double exclusion through community, and (4) personal navigation of a contested body. The findings capture a picture of complex discrimination, where identities are largely shaped by society's preconceived prejudices, community, and language access.

This online ethnography narrates the learning experiences of Deaf students in a public high school in Quezon City, Philippines, and the institutional factors that affected the learning processes and deliveries for Deaf students during the COVID-19 pandemic. Deaf students encountered various difficulties during the 2 years of online learning: (a) intermittent internet connection, (b) hearing-centric class discussions, (c) failure of teachers and parents to accommodate Deaf students' needs, (d) discriminatory acts against Deaf students, and (e) the inferior societal regard for Deaf individuals and their community. Guided by the principles of critical ethnography and utilizing online ethnography, this study affirmed that the Filipino Deaf community remains a linguistic minority and marginalized community. However, while societal processes are mostly dominated by hearing communities' ideologies, the visual meaning-making-the process of encoding and decoding signs visually-and the unique assemblage of Deaf students' community are ever present and visible despite the physical separation brought about by the pandemic.

Early access to sign language is considered fundamental for the development of deaf children; however, around 90% of them are born in hearing families who do not know this language. As a result, early language development of deaf children can be profoundly affected by their lack of exposure to an accessible language. This study sought to examine how hearing parents of deaf children relate to sign language and the process of learning it. A descriptive, analytical, and relational study was conducted, following a qualitative approach based on Grounded Theory. Interviews to 13 parents of two schools for deaf children in Chile were transcribed and analyzed, using open and axial codification strategies. Emerging codes were grouped into four main categories: parents' experiences related to medical diagnosis, school experiences, sign language learning, and communication. Diagnosis is described as a moment of emotional shock, in which parents are faced with a medical approach toward deafness that excludes sign language. The school for the deaf is fundamental in sign language learning, and parents reach different levels of competency in it. We suggest incorporating a social approach to deafness upon diagnosis and providing interdisciplinary support for parents so they may learn about the Deaf community and begin learning sign language sooner.

This study examined the effects of psychological resilience on career exploration and decision-making self-efficacy in deaf or hard-of-hearing (DHH) college students, and explored the mediating role of hope. A sample of 356 Chinese DHH college students aged 18-27 years (mean age = 21.23; SD = 1.66) participated in this study and completed measurements about psychological resilience, hope and career exploration and decision self-efficacy. The results showed that psychological resilience positively associated with career exploration and decision-making self-efficacy. Agency thinking mediated the relationship between psychological resilience and career decisional self-efficacy, while pathway thinking mediated the relationship between psychological resilience and career decisional coping efficacy. These results indicated that the confidence of DHH college students in career exploration and decision-making can be built by developing their internal resources.

This study examined whether professional development can translate a signed literacy instruction framework into high-fidelity classroom practice. Four K-3 teachers in an ASL/English bilingual program received a 2-day training followed by bi-weekly virtual coaching; entry into training was staggered in a non-concurrent multiple-baseline single case design. Teachers' use of indicators of signed literacy instruction was scored for at least 7 baseline and 2 intervention instructional units per teacher. Visual analysis showed near-zero fidelity during baseline and an immediate jump to 45%-60% on the first post-training unit, with 3 teachers accelerating to 80%-90% and 1 maintaining at 60%. Log response-ratio effect sizes ranged from 2.04 to 3.72, confirming large, consistent gains. Social validity interviews indicated that teachers valued the instructional framework, found it feasible, and planned to expand its use the following year. These findings show a functional relationship between SISI professional development and teachers' implementation of signed literacy instruction. They emphasize the value of professional development and suggest that signed literacy instruction can be embedded in early elementary curricula to promote deaf children's signing skills.

This study uses a mixed-method sequential approach to explore the prevalence, perceptions and experiences of deaf children in relation to their emotional well-being in Northern Ireland. While there is a small body of research exploring the application of human rights treaties for deaf children, there is an absence of research that applies a rights-based framework to their emotional well-being. Drawing on findings from our study we argue that deaf children experience a lack of inclusive time and space(s) across their lives, and that they carry undue burden and responsibilities in implementing their own rights. We argue that these factors contribute to the higher prevalence of mental health conditions they experience compared to their hearing peers. We further examine the role of a rights framework as a facilitator to better well-being, drawing on children's views on ways forward, arguing that effective implementation of rights is a precondition to positive well-being.

The importance of hearing parents of deaf and hard-of-hearing (DHH) children learning sign language is well documented. However, parents face many challenges in this learning process. This study investigates the experiences of Dutch hearing parents learning Dutch Sign Language (NGT) or Sign-supported Dutch through semi-structured interviews with 21 parents and 6 NGT teachers. The interviews explored parents' and teachers' perspectives on parental sign language courses, additional learning materials, and the challenges parents face in learning sign language. The findings highlight the value of DHH teachers and home-based initial courses, as well as the importance of courses aligning with the child's developmental stage and extending beyond vocabulary level. Both parents and teachers appreciated learning materials that could be used together by parent and child but expressed a need for additional and more elaborate resources. Common challenges included language-specific difficulties, such as mastering sign order and adapting to a visual language, and external barriers, such as difficulties accessing courses and conflicting expert advice regarding the use of sign language. These findings underscore the need for more accessible courses, longer-duration support, and greater consistency among professionals in their advice. This would better support hearing parents in effectively learning sign language and ensuring their DHH children have full access to language from an early age.

The present study aimed to explore the evolving role of fathers in the lives of young deaf and hard-of-hearing (DHH) children and to construct a theory that explains this role within the Turkish context. The participants were 12 Turkish fathers of young DHH children. Using a constructivist grounded theory approach, theoretical data were collected over seven months through semi-structured interviews, supported by supplementary techniques including information forms, observations, documents, an artifact, and a reflective journal. The data were analyzed using constant comparative analysis and constructivist grounded theory coding. The theory identified five interrelated themes: fulfilling fatherhood, experiencing deafness, attending early intervention, adapting to lifestyle changes, and planning for the future. Fathers held certain perceptions of their role and acted accordingly in the lives of their children. Their family lives changed following the diagnosis of deafness; they obtained hearing technologies for their children, attended early intervention sessions, and reorganized their family lives based on new knowledge and skills acquired from these sessions. They supported their children in new lifestyles and made plans for their future well-being. Taken together, these themes demonstrate how fatherhood is constructed and fulfilled within the Turkish context, offering a new perspective in the field of deaf studies.

The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, genre instruction, and teacher preparation. Findings indicate that while ASL literacy instruction is recognized as an important component of bilingual education, it lacks formalized curricula, sufficient instructional time, and structured instructional approaches. These findings suggest a need for increased research, professional development, and institutional support to enhance ASL literacy instruction in deaf education.

The role of fingerspelling or manual alphabet for reading among deaf and hard-of-hearing individuals has been of great interest in research. What can decades of research on fingerspelling and reading among deaf individuals tell us about how fingerspelling aids deaf children's reading development? This scoping review was, therefore, undertaken to explore: (a) What is the relationship between fingerspelling and reading?, (b) In what ways do fingerspelling abilities promote reading skills?, and (c) What is known about using fingerspelling to teach reading? We identified 26 studies that were screened and summarized according to publication characteristics. The content and methods of these studies were briefly described. The results revealed a larger proportion of quantitative methods and ASL/English settings. A discussion and implications for future research are provided.

This study examined the effectiveness of the explicit, evidence-based vocabulary intervention, Text Talk, for deaf children attending mainstream spoken language education settings during the early years of school. The Text Talk program is designed to guide teachers' Tier Two vocabulary instruction in the context of read-aloud storybooks. Participants included 20 children with moderate-to-profound hearing loss using spoken language to communicate, and their teachers of the deaf (ToDs) at mainstream schools with deaf facilities. The study investigated both the students' growth in vocabulary knowledge, and the experience of the teachers in implementing the program. Findings indicated that while all students experienced vocabulary growth, students with the highest level of prior vocabulary knowledge demonstrated the greatest gains. Teachers reported that their involvement in the intervention encouraged them to incorporate additional evidence-based strategies into their instructional repertoires. Importantly, the study outcomes suggest that ToDs' expert knowledge about deafness was a critical component that positively influenced the effective implementation of the Text Talk program with deaf students.

Research has been conducted worldwide to address various topics related to postsecondary education programs for deaf and hard-of-hearing (DHH) students. However, there is a paucity of reviews covering relevant research that could guide future efforts. Therefore, this literature scoping review was conducted to highlight exciting empirical studies in postsecondary education programs for DHH students. The review included 102 studies. The results of this review show the main characteristics of these studies, the years of publication, countries, research methods, and participants. This review also reveals 9 themes that were addressed in the reviewed studies. The most discussed topics relate to supportive services and the least to distance learning. Additionally, this analysis highlights the restrictions in the reviewed studies and the remaining areas that need to be addressed. Future directions are also discussed.

This paper, the 6th in a series about the level of access afforded to students who use educational interpreters, examines the intelligibility of messages produced by Conceptually Accurate Signed English (CASE) transliterators. Eight highly skilled receivers of CASE evaluated the intelligibility of messages that varied in accuracy and lag time. Results of intelligibility tests showed that (1) overall intelligibility (40%) was considerably lower than average accuracy (58%), (2) accuracy played a smaller role than expected in intelligibility, and (3) the relationship between accuracy and intelligibility likelihood was roughly sigmoidal in shape, with intelligibility likelihood falling fastest as accuracy drops below 65%. Mouthing was the primary factor in intelligibility of all words in the message, explaining 24% of the variance; accuracy accounted for another 6%. The roles were reversed for key words (accuracy accounted for 15% of variance; mouthing explained 6%). Lag time had no contribution after accounting for accuracy and mouthing, but utterances with lag times between 0.5 and 1.5 s were most likely to exceed 70% intelligibility. Future work should investigate sources of transliterator variability (e.g., speechreadability, presentation rate) and other communication options (e.g., American Sign Language) in order to ensure accessibility for all students who use educational interpreters.