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Journal of the Month March 2012 |
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Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the National Australian Association of Teachers of the Deaf (NAATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcome relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology and educational issues that impinge on deaf children and young people. Visit the journal homepage for instructions for authors, subscription prices, and more... Sign up for Table of Contents alerts (get an email every time a new issue is published). Meet the editors
Margaret Brown is an Associate Professor in the Melbourne Graduate School of Education at the University of Melbourne and is the head of the Inclusion Academic Group. She has published widely in international journals with a particular focus on the topic of early development of young deaf children using spoken language. Her doctoral work investigated the development of pretend play in deaf and hearing toddlers as they played with their mothers. She has also published several papers on the social interactions of preschoolers who are deaf. Margaret has supervised 13 doctoral students successfully and 40 Master’s students. She is currently working with four doctoral students whose topics range from visual attention of deaf students, joint book reading of parents with their deaf preschoolers, early communication development in children using a bilingual/bi-modal approach, and the beliefs and practices of preschool teachers who have children with additional needs in their classrooms. She is also the Chief Investigator on a large Australian Research Council grant into teacher strategies for early literacy development in preschoolers, part of which includes a cohort of children who are deaf.
Linda Watson
Linda Watson has a background as a teacher of the deaf and audiologist. She has always been passionate about encouraging deaf children’s language development and has researched into early language and literacy development of deaf children, in particular investigating what happens at home and the different roles that parents of deaf children can adopt, depending on their own views of how children learn to read and write. For her doctoral research, she studied the early writing development of a group of deaf children aged between 3.5 and 5.5 years and showed how the early stages of writing can progress alongside their language development. She is engaged in an ongoing project with colleagues in Australia that is investigating the literacy habits of parents of young deaf children and how they engage their children in literacy events, including their use of techno-literacy (see Young Deaf Learners' Project, above right). In recent years, Linda has researched the impact of cochlear implants on aspects of deaf children’s development, working alongside colleagues at cochlear implant centres and The Ear Foundation. Linda is a Senior Lecturer in Deaf Education at the University of Birmingham, UK, and heads the programmes that lead to qualification as a teacher of the deaf. She is also the Head of the Department of Disability Inclusion and Special Needs, which means that she works alongside colleagues with different perspectives on the inclusion of pupils with a range of special needs, including deafblindness and visual impairment. These colleagues can provide valuable and relevant insights for the work of DEI, given that so many deaf children also have a visual difficulty or other additional special needs.
Deaf education conferences 2012 DEI will be getting out and about to a number of events in 2012, including: Reflecting on Deaf Education: Current research and practice
For a more comprehensive events listing, visit the BATOD events calendar.
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What is this journal about? Linda Watson Interested in submitting a paper or becoming a subscriber? UK Editor, Linda Watson, gives an overview of the diverse and multidisciplinary topics covered by Deafness & Education International. Note: double-click to enlarge. Subtitled. Young Deaf Learners’ Project P Margaret Brown How are parents of young deaf children supporting their literacy development? In a current project being undertaken by colleagues in Australia and UK, initial findings suggest that parents of young deaf children are much less likely to engage them in early literacy activities on the computer than parents of young hearing children. The researchers (Associate Professor P. Margaret Brown from the University of Melbourne, Dr Pauline Nott from Hearing CRC and Dr Linda Watson from the University of Birmingham, UK) suggest that this may mean that young deaf children are missing out on useful activities that could aid the early stages of reading and writing, such as joining in writing emails or sending text messages or using social networking sites. As many parents engage in these activities on a daily basis themselves, they could be encouraged to allow their deaf children to join in.
The Deafness Ruth Swanwick, Paula Clarke and Ruth Kitchen Nothing is more vexing in deaf education than deaf children’s underachievement in reading, and the barriers that this creates in terms of their social, linguistic and academic development. This project into deafness and reading for meaning is driven by a review of the research which we believe signals the need for a comprehensive, systematic and ecological investigation which brings together what we know about deafness and reading and which delivers actual outcomes quickly into the hands of practitioners.
Deaf Education and Cochlear Implantation Sue Archbold The new issue of Deafness & Education International (March 2012) is a special issue dedicated to discussion of the impact of cochlear implantation on deaf education. It is guest-edited by Sue Archbold and Connie Mayer of The Ear Foundation. Editorial Welcome to this truly international special edition of Deafness & Education International, which provides a collection of papers resulting from a conference, held by The Ear Foundation in Nottingham last year, ‘Deaf Education: Changed by Cochlear Implantation?’ We begin with a review of literature by Sue Archbold and Connie Mayer, considering the impact of cochlear implantation on deaf education. This is followed by Bencie Woll’s paper about speech reading: Speech Reading Revisited. Wendy McCracken discusses the issues for children with complex needs who receive implants, from their parents’ perspective. Two papers consider the impact on educational management. Anneke Vermeulen and colleagues from the Netherlands consider Changing Realities in the Classroom for Hearing Impaired Children with Cochlear Implants and Leo De Raeve, of Belgium, writes with his colleagues about their experiences in adapting a special school for deaf children to meet the challenges of the modern technologies: Changing Schools for the Deaf: Updating the Educational Setting for our Deaf Children in the 21st Century, a Big Challenge. Finally, in this edition, Pat Chute, of the USA, raises some issues for young people in thinking about their college courses: College Experience for Young Adults with Hearing Loss. We hope this range of papers stimulates thinking about the changing context in which deaf educationists are currently practising.
Deaf Education: Moving On? The Impact of Cochlear Implantation
Deaf Achievement Scotland Julie Arendt, Rachel O'Neill and Marc Marschark Deaf Achievement Scotland (DAS) is a project that follows up the earlier Achievement of Deaf Pupils in Scotland (ADPS) project which ran from 2000 to 2005. Between 2010 and 2011 DAS has been asking deaf school leavers and parents of deaf school pupils about their school experiences, their destinations after leaving school, their leisure activities, their living situations and their communication preferences. This presentation will report on outcomes from this study. Results include a comparison of SQA attainments at S4 of over 700 deaf pupils with those of the wider population of Scottish school pupils and of pupils with disabilities and additional support needs. We also will be reporting SQA exam results at leaving school, participation in further and higher education, employment and unemployment rates of 187 deaf school leavers. These outcomes will be compared to those of the wider population of Scottish school leavers and school leavers with disabilities. In addition we will be looking at the relation between the academic and vocational outcomes of our sample of deaf children and young people and the type and amount of support they received at school, the communication methods used with them at school and their school placement. The last part of the presentation will report on the advice about schooling given by deaf school leavers and parents of deaf school pupils to other deaf pupils and their parents. Want to know more? Visit the Deaf Achievement Scotland website. Deaf education in Malaysia Basha Othman In the middle of the last century, deaf education in Malaysia was virtually non-existent. Some people believe a chanced discovery of deaf children living in a mental asylum by the Chief Paediatrician of Malaya, was the catalyst for the establishment of the very first deaf school – an important watershed in the field of deaf education. Fast forward nearly six decades, special schools for children with hearing impairment are now available in every state. The Deaf culture is also strong and actively advocated by the non-governmental organizations. The cochlear implant program which started fifteen years ago at a university hospital has now spread nationwide. Click on the slide below to visit this history in full...
Note: when you have opened up the presentation, be sure to click 'More' and view the presentation in full screen mode, otherwise you may find the small text difficult to read. |
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Throughout March only we are offering a discount of Grab one while you can! What will my subscription include? ONLINE ACCESS: All subscriptions to DEI include online access to the full text via ingentaconnect, including access to the full back archive. BATOD and NAATD members: Instructions on how to access DEI online Non-member subscribers: PRINT COPIES: If opting for a print + online subscription, you will also receive 4 print copies per year. Submitting your paper Deafness & Education International welcomes submissions from teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of: ■ Linguistics DEI has its own online submission, tracking and peer-review system at Editorial Manager. Download Instructions for Authors DEI now in Scopus Scopus is the largest abstract and citation database of peer-reviewed literature and quality web sources with smart tools to track and analyze research. Scopus provides a quick, easy and transparent view of journal performance with two journal metrics, which can be used to evaluate DEI. Firstly, there is the SCImago Journal Rank (SJR), which is a measure of influence that takes into account the prestige of a journal. With SJR, the subject field, quality and reputation of the journal have a direct effect on the value of a citation. DEI has a SJR of 0.030. Scopus also enables users to calculate the Source Normalized Impact per Paper (SNIP), which measures contextual citation impact by weighting citations based on the total number of citations in a subject field. This means that impact of a single citation is given higher value in subject areas where citations are less likely, and vice versa. DEI has a SNIP of 0.557.
Open-access publication Deafness & Education International is a MORE OpenChoice journal. MORE OpenChoice is Maney's hybrid open-access publishing model which works alongside the traditional subscription model. MORE OpenChoice is compliant with existing Open Access mandates and MORE OpenChoice papers published in DEI are deposited in PubMed Central with links through to a PDF version accessible from our hosting platform, ingentaconnect. The free dissemination of sponsored papers is an important step in maximizing the impact of research, particularly in the developing world. To prevent any inappropriate influence, or conflict of interest, authors opt for MORE OpenChoice only once a paper has been peer-reviewed and accepted for publication. Find out more about submitting an OA paper... Fast-track publication DEI now offers fast-track publication, whereby accepted papers are made available online immediately following final corrections, enabling papers to be published and cited ahead of formal distribution of the print issue. Find out more about submitting a fast-track paper...
British Association of Teachers of the Deaf The British Association of Teachers of the Deaf (BATOD) was formed in 1977, and is the only Association representing the interests of teachers of deaf children and young people in the UK. BATOD aims to promote the education of all deaf people; to advance the status of Teachers of the Deaf (ToDs); and to ensure and enhance the high quality of mandatory training of ToDs, and their continuing professional development. For these reasons, ALL ToDs in the UK should be a member of BATOD. What benefits does membership to BATOD provide? ■ Exchange of professional ideas
National Australian Association of Teachers of the Deaf The National Association of Australian Teachers of the Deaf, (NAATD), has been a professional body for Teachers of the Deaf (ToDs) since 1935. It currently represents over 300 ToDs throughout Australia and potentially could include all ToDs within Australia. NAATD is split into 6 state branches, representing the six Australian states. What benefits does membership to BATOD provide? ■ Exchange of professional |
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