Family-Centered Practices and American Sign Language (ASL)

Hardin, Belinda J.; Blanchard, Sheresa Boone; Kemmery, Megan; Appenzeller, Margo; Parker, Samuel D.

doi:10.1177/0014402914532229

Cited by 5 publications

(3 citation statements)

References 32 publications

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“…Complexities of communication choice are apparent in studies that focus on the intricacies of self-identify in children of parents who chose sign language as a primary mode of communication [ 50 ]. Follow up appointments focusing on communication modality, particularly following cochlear implantation, suggest a background of opposing views on communication choice mean increased awareness for parents is vital [ 51 ].…”

Section: Resultsmentioning

confidence: 99%

“…Families can unknowingly overprotect their child, limit knowledge and skill development due to hearing parents' lack of knowledge and understanding about Deaf culture and Deaf communities [52]. All three studies highlighted the importance of continuing professional development for workers in order that they gain familiarity with these topics, and in turn discuss them with families of deaf children [50][51][52].…”

Section: Plos Onementioning

confidence: 99%

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Systems that support hearing families with deaf children: A scoping review

Terry,

Rance

2023

PLoS ONE

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Background Over 90% of deaf children are born to hearing parents who have limited knowledge about deafness and require comprehensive support and information to support and communicate with their deaf child. However, little is known about the systems that support hearing families with deaf children. We performed a scoping review to provide an overview of current literature on the topic. Methods The protocol of the scoping review was prepared using the PRISMA statement guidelines for scoping reviews. Relevant search terms were used to identify eligible studies following discussion with the study’s steering group. Databases searched were CINAHL, Medline, ProQuest Central and ASSIA, as well as grey literature from relevant journals and online sources. Included were studies published from 2000 to 2021 and available in English. Results A search of databases identified 1274 articles. After excluding duplicates, screening titles and abstracts and full texts, 65 papers matched the identified inclusion criteria. Results included 1 RCT, 7 comparative studies, 6 literature reviews, 4 PhD theses, and 47 further empirical studies. Conclusion There is limited quality evidence on what supports hearing parents with deaf children. It is evident that further studies are needed to ensure comprehensive support is accessible and effective for hearing parents of deaf children.

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Section: Resultsmentioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Systems that support hearing families with deaf children: A scoping review

Terry,

Rance

2023

PLoS ONE

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“…México, e identificó que los adultos sordos afirman que una socialización del lenguaje En Estados Unidos, Marschark como se citó en Hardin et al (2014), afirmó que para un niño sordo en función del grado de pérdida auditiva que tenga, la adquisición temprana del lenguaje es más fácil a través de una lengua de señas, en lugar de prácticas o métodos orales.…”

Section: Lengua De Señas Peruanaunclassified

Factores determinantes en la atención educativa de estudiantes sordos peruanos

Condemayta¹

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En la atención educativa existen elementos que impactan sobre el desarrollo de los estudiantes. A pesar de que las políticas públicas en el Perú sobre Educación Inclusiva pretenden cubrir las necesidades educativas de la comunidad sorda, la realidad actual es otra. Esta investigación plantea identificar los factores determinantes en la atención educativa de estudiantes sordos peruanos, a partir de testimonios de expertos en el tema. Se utilizó la metodología de investigación cualitativa, basada en entrevistas semi-estructuradas dirigidas a siete especialistas en Psicología y Educación Básica Especial, de diferentes entidades privadas y del Ministerio de Educación, además de intérpretes de Lengua de Señas Peruana. La información obtenida fue transcrita y analizada con el programa ATLAS.ti 7, aplicándose la codificación abierta, axial, y el análisis temático. Se identificó que factores personales, culturales, familiares, ambientales y educativos son los principales determinantes. Los cuales se entienden por el nivel de desarrollo cognitivo, sensorial y lingüístico, estrategias visuales, necesidades Individuales, políticas educativas, Lengua de Señas Peruana, participación familiar, vulnerabilidad y las competencias estratégicas del equipo multidisciplinario. Con los resultados de este trabajo, se diseñó un programa de sesiones de intervención temprana que busca mejorar la educación de los estudiantes sordos peruanos, el mismo que cubre las necesidades latentes de la comunidad y los agentes educativos.

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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Support Principles

Szarkowski,

Moeller,

Gale

et al. 2024

Journal of Deaf Studies and Deaf Education

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This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Principles are composed of four Principles (Principles 3, 4, 5, and 6) that highlight (a) the importance of a variety of supports for families raising children who are DHH; (b) the need to attend to and ensure the well-being of all children who are DHH; (c) the necessity of building the language and communication abilities of children who are DHH and their family members; and (d) the importance of considering the family’s strengths, needs, and values in decision-making.

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Family-Centered Practices and American Sign Language (ASL)

Cited by 5 publications

References 32 publications

Systems that support hearing families with deaf children: A scoping review

Systems that support hearing families with deaf children: A scoping review

Factores determinantes en la atención educativa de estudiantes sordos peruanos

Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Support Principles

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