BACKGROUND Studies have found that deaf individuals have higher rates of psychiatric disorder than those who are hearing, while at the same time encountering difficulties in accessing mental health services. These factors might increase the risk of suicide. However, the burden of suicidal behaviour in deaf people is currently unknown. The aim of the present review was to provide a summary of li...

deafness is a heterogeneous condition with far-reaching effects on social, emotional, and cognitive development. many regard themselves as members of a cultural minority who use sign language. they should not continue to be neglected in research on depression. the purpose of this article is to investigate depression among the deaf people based on researches results. we identified relevant studi...

There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language development when working with the general population of students who are deaf and hard of hearing. There are additional issues, strategies, and challenges inherent in speech habilitation/rehabilitation practices essential to the population of deaf and hard of hearing students...

Students who are d/Deaf or hard of hearing often receive accommodations that are intended to increase access to the educational environment. The authors provide the results of a large national study of accommodations use in secondary and postsecondary settings. The article focuses on three aspects of accommodations use: access, quality, and consistency. The participants were 1,350 professionals...

Graphic Design is used in many industries and involves both the knowledge skills creating artefacts. Many Deaf hard-of-hearing (DHH) students, especially Technical Vocational Education Training (TVET) institutions are attracted pursuing studies this field, perhaps due to visual nature of course. However, learning graphic design challenging for DHH students technologies teaching approach applied...

Four critical responses to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills amon...

Speech recognition systems have advanced to the point where they are a viable option for providing note taking assistance for deaf and hard of hearing students. College lectures, which frequently contain domain-specific or uncommon terminology, provide a challenge for these systems that typically rely on a dictionary of common words to guide recognition. This paper reports on a prototype text a...

The pressure that educators are experiencing to educate more students, with more challenges, to higher levels of learning than any time in the past is significantly changing their working conditions. The purpose of this study was to examine the perceptions of a national sample of teachers of students who are deaf or hard of hearing to ascertain their overall job satisfaction as well as to ident...

The NTID Writing Test was developed to assess the writing ability of postsecondary deaf students entering the National Technical Institute for the Deaf and to determine their appropriate placement into developmental writing courses. While previous research (Albertini et al., 1986; Albertini et al., 1996; Bochner, Albertini, Samar, & Metz, 1992) has shown the test to be reliable between multiple...

Many studies have reported the necessity of phonological awareness to become a skilled reader, citing barriers to phonological information as the cause for reading difficulties experienced by deaf individuals. In contrast, other research suggests that phonological awareness is not necessary for reading acquisition, citing the importance of higher levels of syntactic and semantic knowledge. To d...