Responding to Palmer's call to dismantle deficit-based frameworks, this qualitative study examines how Turkish hearing children of deaf adults adolescents (ages 12-17, n = 20) navigate parentification. A mixed-positionality team analyzed semi-structured interviews via thematic analysis. Findings reveal participants reframe language brokering and caregiving not as Western narratives of "childhood loss" or "developmental burden" but as fedakârlık (filial devotion) and hürmet (filial piety), emphasizing accelerated maturation within a collectivist context. This reframing coexists with bicultural identity negotiations, peer exclusion, and heightened sensory awareness shaped by navigating silent versus auditory-dominant environments, while family support, especially from grandparents, serves as a key coping resource, interpreter shortages and structural audism intensify vulnerabilities. Building on Napier's reconceptualization of sign language brokering as a relational asset, this study extends scholarship to a non-Western context, advocating culturally responsive interventions that address systemic barriers and recognize parentification as a developmental resource.
This study explores domestic violence against deaf and hard-of-hearing adults in Iran-an issue that has received little attention. Using a bilingual questionnaire available in both written Persian and Iranian Sign Language video, we surveyed 384 married or cohabiting deaf adults recruited through social media and deaf associations. Participants reported experiences of physical, psychological, sexual, and economic abuse. Psychological and sexual violence were the most common, especially among women and those in unstable or ended relationships. People who were only partly fluent in sign language faced added risks, reporting more sexual and economic violence than fully fluent or non-fluent participants. Violence was linked to negative views about deafness, and different types of abuse often occurred together. Higher levels of violence were associated with spousal separation, a partner becoming deaf later in life, and having deaf parents. The study shows the importance of sign-language-accessible tools and calls for better support services and protections for deaf people in Iran.
The purpose of this study was to assess stress among culturally Deaf, physically deaf, and hard-of-hearing (D/deaf/HH) individuals. Given that these individuals are minorities within a hearing-based society, we adapted the Minority Stress Scale to examine the stress related to perceived audism from others (i.e., the feeling that they are being treated with an inferior bias due to their lack of hearing) and the stress related to internalized audism (i.e., an internal inferior bias against their own lack of hearing). A sample of 104 D/deaf/HH individuals completed this adapted scale (Minority Stress Scale for the Deaf [MSS-D]); the Parental Audism and Linguisticism Frequency Scale (PALFS); the Social, Attitudinal, Familial, and Environmental Acculturative Stress Scale-Deaf (SAFE-D); and the Depression, Anxiety, and Stress Scale-21 (DASS-21). Factor analysis and reliability analyses revealed two internally consistent factors for the MSS-D: Stress from Anticipation of Experiencing Audism and Stress from Internalized Audism. As evidence of construct validity, the MSS-D subscales were moderately to strongly correlated with the PALFS and SAFE-D subscales, and they were weakly to moderately correlated with the DASS-21 subscales.
Deaf college students frequently encounter postsecondary environments where access is delivered through accommodations rather than through structural inclusion. This study investigates how deaf students experience three validated dimensions of campus climate, accommodating learning environments (ALE), campus connectedness (CC), and deaf-affirming climate (DAC), using data from 193 students at broad-access U.S. institutions. Descriptive, inferential, and exploratory modeling analyses show ALE is rated more positively than CC or DAC, with DAC emerging as the lowest-rated dimension, indicating persistent gaps between compliance-based access and meaningful inclusion. Nonbinary and transgender students reported significantly lower campus ratings than cisgender peers. Deaf-specific supports, particularly dedicated tutors and advisors, were the strongest predictors of higher campus ratings, whereas graduate student status and attending college near home predicted lower ratings. Findings underscore the need for proactive, relational, and culturally responsive institutional practices that reduce student burden and foster access, belonging, and identity.
Speech-language pathologists (SLPs) have little formal education related to the needs of deaf and hard of hearing (DHH) children who use a signed language and often report feeling underprepared to work with this population. Although a small subset of SLPs specialize in working with DHH children, the majority of DHH children are served by generalist SLPs without specialized training. We surveyed 50 SLPs (26 self-reported DHH specialists) to better understand SLPs' awareness of common myths or misunderstandings about issues related to DHH children and signed language. For 13/22 statements (59%), both groups responded similarly and consistent with the answer established by literature review, suggesting that both groups shared sufficient knowledge to successfully reject myths and endorse facts. For the remaining nine statements (41%), generalist responses differed significantly from specialist responses covering topics such as knowledge about natural signed languages, language development for DHH children, and language and educational access, reflecting greater variability/less confidence in their knowledge. These results can inform graduate curricula and continuing education experiences for generalist SLPs as they work to close gaps in knowledge and strive to provide high-quality client-centered care for DHH children who use signed language.
The theoretical contexts of stigma have rarely been applied to a study of the experiences of hearing children of deaf adults (Codas), nor to the ways they respond to parental stigmatization and the efforts they take to protect their parents from these stressors. The wellbeing of Coda children, young people and adults is known to be challenged by discrimination and social exclusion arising from deaf-related stigmatization. It is therefore imperative that these are addressed appropriately to enable Codas to reach their potential and to recognize the agency that Codas have in supporting their deaf parents. This narrative review aims to specifically explore Codas' experiences of courtesy stigma, indirect stigma or stigma-by-association. The databases Scopus, Web of Science, Google Scholar, and reference lists of publications were searched; 61 peer-reviewed articles and 2 books were screened; 22 articles featuring qualitative studies and 2 books were included. The researchers found that Codas experienced courtesy stigma due to their association with deaf parents but also exhibit a sense of resilience and agency. Understanding and valuing Codas' lived experience of courtesy stigma help to make more appropriate recommendations for future research and social interventions.
Understanding how language modality and psycholinguistic factors such as age of acquisition (AoA) shape language processing is central to the neurobiology of language. This study provides the first event-related potential (ERP) data on semantic and morphosyntactic processing in French Sign Language (LSF) using an online sentence comprehension task. Deaf native and non-native signers were presented with sentences containing semantic or morphosyntactic anomalies. As in spoken and other signed languages, semantic violations elicited a biphasic N400-P600 response. In contrast, morphosyntactic anomalies did not yield a clear Left Anterior Negativity (LAN) effect. No significant impact of AoA was observed on either semantic or morphosyntactic processing. These findings are discussed with respect to visuospatial modality specificity and the relevance of AoA thresholds in assessing language processing in deaf signers.
This study investigated how having a deaf or hard-of-hearing (DHH) parent influences outcomes in DHH adults. A cross-sectional survey design and secondary analysis of data from 755 DHH adults aged 16-64, including 146 (19%) with at least 1 DHH parent, was used. Participants with and without a DHH parent were compared, and a comparative sub-analysis of participants under 35 years of age was also conducted. Analyses examined audiological, language, psychological, social, and family outcomes. Participants with a DHH parent were more likely to have a DHH sibling and a DHH child. Participants with a DHH parent had higher educational attainment, were less likely to have attended a deaf school in childhood, and were less likely to use sign language, a finding that may reflect the heterogeneity of the DHH parent group. However, these findings were not observed in the subgroup of participants younger than 35 years. The study points to the potential importance of family and intergenerational influences on DHH individuals.
Journal analyses that capture trends, debates, and dilemmas offer valuable insight into the evolution of a field. Since 1996, the Journal of Deaf Studies and Deaf Education (JDSDE) has been a central journal in the field, demonstrating notable scholarly impact. This study aims to contribute to the understanding of Deaf Education and Deaf Studies by systematically examining 961 full articles published in JDSDE over 30 years from a critical perspective. Articles were analyzed with respect to research topics, methods, and collaboration patterns. Eighteen topics were identified within educational, developmental, linguistic, and cultural categories. Literacy, language development, cognitive and social-emotional development, early intervention, and Deaf identity/culture accounted for 67.7% of the topics. Quantitative research dominated (78.8%). Interdisciplinary collaboration was satisfactory (60%). Findings indicate opportunities for greater representation of cultural topics, inclusion, early intervention, Deaf people with disabilities, and qualitative, single-case, action, mixed-methods research, and international collaboration. Future systematic analysis of all scholarly journals is anticipated to offer a more comprehensive and integrated view of Deaf Studies and Deaf Education.
Deaf and hard-of-hearing (DHH) individuals continue to experience inequitable access to healthcare despite federal mandates ensuring communication accessibility. Communication barriers between healthcare providers and DHH patients contribute to misunderstandings, undermining quality of care and increasing risk of adverse health outcomes. In the urgent care setting, where time-sensitive decision-making is critical, limited access to communication aids and services such as qualified sign language interpreters can further exacerbate disparities. Emerging technologies such as video remote interpreting (VRI) can bridge communication gaps. This project evaluated communication disparities between DHH individuals and healthcare providers in the urgent care setting and examined the impact of an intervention designed to improve provider awareness, communication practices, and adoption of VRI. It included a standard operations protocol, provider self-assessment, educational video, and pre/post-surveys. Findings indicated increased provider engagement in discussing language barriers and greater willingness to address communication inequities affecting DHH patients. These results suggest that combing provider education with communication protocols and VRI technology may improve equitable care delivery in urgent care settings.
Debates in the education of deaf and hard-of-hearing (DHH) students have shifted from questions of placement in mainstream or special schools toward achieving meaningful inclusion that supports holistic development. However, inclusion is often viewed as a unified concept, with limited attention to how its emotional, social, and academic dimensions interact with contextual factors such as student factors, family factors, and school setting. Guided by Bronfenbrenner's bioecological theory, this study examined the relationships between these factors and perceptions of inclusion in both mainstream and special settings. Data were collected from parents of 313 DHH students in Türkiye using a demographic form and the Inclusion Perception Questionnaire. Analyses indicated that, in mainstream schools, perceived inclusion was associated with student factors, such as age and degree of hearing loss, and family factors, including income, parental education, and household size. In special schools, family factors were not significantly associated with perceived inclusion, whereas student factors, particularly degree of hearing loss and additional needs, showed stronger associations. Results highlight the ecological dynamics shaping inclusion across educational contexts.
Multiparty communication is not commonly used by people with congenital deafblindness. This study evaluates the feasibility and effectiveness of Get Together, an intervention that supports communication partners in fostering multiparty communication with people with congenital deafblindness. Get Together was used to train four communication partners of individuals with congenital deafblindness. The methods used to assess the program evaluation were questionnaires, a semi-structured interview, and video analysis. The results indicate that communication partners succeeded in having multiparty communication with people with congenital deafblindness. They expressed positive feelings about the relevance, feasibility, and effectiveness of the intervention. Get Together has increased confidence in their ability to have multiparty communication with people with congenital deafblindness. Recommendations for implementation included organizing multiparty sessions of different lengths, training more communication partners, and involving other individuals with congenital deafblindness. A subsequent study is planned to examine the intervention's effects on social and communicative exchanges.
In New Zealand, approximately 25% of hearing parents learn New Zealand sign language (NZSL) for their deaf children but little is known about the impact of this choice on hearing parents' identities and their goals for their children's socialization. Five hearing parents were interviewed about their identities as hearing parents and their sociation goals for their children. Four themes were produced from a reflexive thematic analysis of the interviews: (a) parents discover their hearing identities which influences their parenting experiences, (b) parents' identities are situated between deaf and hearing worlds, (c) deaf people are invaluable role models for hearing parents, and (d) NZSL is seen as invaluable to enact socialization goals. The findings suggest that hearing parents' identities are transformed from learning NZSL, and their socialization goals were aligned with deaf culture. Limitations and future directions for research are discussed.
Child-directed fingerspelling is an approach used by Deaf parents for communication, language, and literacy development. This study reports on findings from a qualitative intrinsic case study aimed at understanding how Deaf parents use fingerspelling with their young children. The research questions were: (1) What are the cultural beliefs of Deaf parents regarding fingerspelling with young children? (2) What are their patterns of use of child-directed fingerspelling in natural settings? Twenty-one Deaf families with 27 deaf children ages 5 years and under were interviewed via recorded Zoom meetings conducted in American Sign Language. Data were analyzed using grounded theory to develop a new theoretical contribution with the core category: Deaf families socialize their children into Deaf visual-linguistic norms through fingerspelling. This new theoretical insight aligns with Holcomb's Deaf epistemological framework (2010) and Ochs and Schieffelin's (2008, 2011) language socialization theory. Limitations and recommendations for future research are also included.
This article explores perceptions about education for the Deaf community within Deaf communities in Ireland, Finland, and the UK. Ireland, Finland, and the UK all provide legal recognition of sign languages in various forms. However, it is important to understand how these laws impact Deaf people, what their experiences with the law is, and how might the law be altered to improve the lives of people it purports to serve. Interview data from Deaf people across the three countries is presented here which explores these experiences. When asked about what they might improve in the law, an overwhelming number of responses related to the introduction of law to improve access to education. And so, this article has taken those responses and presented them for analysis. Research participants reported concerns about the quality of Deaf education, systemic problems in accessing education, acquisition of other language in Deaf people, the illusion of a choice of school options for parents of Deaf children and the dwindling number of Deaf schools. Participants suggested that meaningful access to bilingual education is needed for Deaf people.
