Deaf Language Specialists: Delivering Language Therapy in Signed Languages

Autor/inn/en	Hoskin, Joanna; Herman, Ros; Woll, Bencie
Titel	Deaf Language Specialists: Delivering Language Therapy in Signed Languages
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 1, S.40-52 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac029
Schlagwörter	Deafness; Specialists; Sign Language; Allied Health Personnel; Hearing Impairments; Intervention; Language Impairments; Foreign Countries; Therapy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Gebärdensprache; Hearing impairment; Hörbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Ausland; Therapie
Abstract	Deaf professionals, whom we term Deaf Language Specialists (DLS), are frequently employed to work with children and young people who have difficulties learning sign language, but there are few accounts of this work in the literature. Through questionnaires and focus groups, 23 DLSs described their work in this area. Deductive thematic analysis was used to identify how this compared to the work of professionals (typically Speech and Language Therapists/Pathologists, SLPs) working with hearing children with difficulties learning spoken language. Inductive thematic analysis resulted in the identification of two additional themes: while many practices by DLSs are similar to those of SLPs working with hearing children, a lack of training, information, and resources hampers their work; additionally, the cultural context of language and deafness makes this a complex and demanding area of work. These findings add to the limited literature on providing language interventions in the signed modality with clinical implications for meeting the needs of deaf and hard-of-hearing children who do not achieve expectations of learning a first language in their early years. The use of these initial results in two further study phases to co-deliver interventions and co-produce training for DLSs is briefly described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01