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The world revolves around sound. Children who are deaf/hard of hearing (D/HH) lack access to sound, thus need careful monitoring and planning to ensure they have access to adequate language models and supports to develop a strong language foundation. It is this foundation that is needed to ensure D/HH children are able to achieve developmental and academic milestones. Research is emerging to suggest specific intervention strategies that can be used to support D/HH children from birth throughout their educational career. In this chapter, we highlight several strategies that can be used to support communication, language, academic, and social/emotional growth. We freely admit that this is in no way a comprehensive and exhaustive list, but rather only scratches the surface. The field of deaf education and related research and technology is constantly changing. To ensure adequate educational access, it is highly recommended that a professional specialized in hearing loss be a part of the educational team any time a child is identified as having any degree or type of hearing loss.

This paper aims at revealing the process of identity reconstruction for individuals who have acquired sensory disabilities, as well as the contribution of consumption to this process.

The data was collected through both interviews conducted in France and autobiographical accounts.

When disability occurs, individuals go through a rite of passage that shapes their identity reconstruction process. Two forms of liminality appear: acute and sustained liminality. These phases can foster or hamper individuals’ identity reconstruction.

The mechanisms leading from one stage of the identity reconstruction process to another should be deepened through further research.

Given the fluctuating behaviors of consumers with disabilities, especially in view of their identity reconstruction process, this research encourages retailers and public policy actors not to consider them as a homogeneous consumer segment.

While scholars dealing with consumers with disabilities have mainly focused on the accessibility of the marketplace, this research disentangles their identity issues.

This study assessed two technology systems aimed at enabling a man with intellectual disability, blindness, deafness and motor and tactile discrimination problems to make verbal requests through simple one-hand signs.

The study was conducted according to an ABAB design. During the B (intervention) phases, the man used the two systems, which included (1) nine mini recording devices fixed on the man’s clothes or wheelchair (i.e. in positions the man touched with his sign movements) and (2) nine tags with radio frequency identification codes (fixed at approximately the same positions as the mini recording devices) and a dedicated tag reader, respectively. Making a sign (i.e. touching a recording device or reaching a tag) led to the verbalization of the request related to that sign.

During baseline, the mean frequency of signs/requests made was below 2 per session, and only some of those requests were identified/satisfied. During the intervention, the mean frequency of requests made and satisfied was about 10 per session with each of the systems.

The results, which are to be taken with caution given the preliminary nature of the study, seem to suggest that the systems can help translate simple signs into verbal requests.

THERE ARE MANY people — far too many people, in our opinion — who are ready to state, or maybe just to agree, that manufacturers in other countries have the edge on us, whether in design or technology or even on price. On top of that, those same people, as a rule, are quick to condemn British workers as lazy, slow and ready to strike at the drop of a hat. We do not subscribe to any of this.

The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

Despite being conjointly stronger in their synergies in the past, there is still a significant gap between management and organization studies and sociology. The temporal lag is also, on occasion, a substantive lag. The emergent sociological concept of emotional reflexivity has recently been used in organizational studies. The question that animates this contribution concerns the nature of this translation, reception, and extension; thus, we ask how organization studies have been using the sociological concept of emotional reflexivity? We will examine recent seminal sociological studies on emotional reflexivity to answer this inquiry and consider some organizational studies citing these. We describe the reception of sociological ideas of emotional reflexivity in management and organization studies literature. By analyzing the differences and disconnections produced within this discourse, it will be possible to understand that emotional reflexivity is rarely addressed in emotional encounters between people and other modes of being in modern organizations. We introduce narrative fiction as a method; the narrative focuses on the relationships between humans and other beings in the workplace dynamics of a vocational school. The story tells how Charlie, a deaf student, changed his life after entering the vocational school and becoming involved with different pedagogical teaching-learning strategies. Adopting two deaf dogs, which had both suffered from past unsuccessful adoption experiences, produced life-enhancing emotional reflexivity. We conclude with a research agenda scoping further directions.

This chapter explores the relationship between disability identity, civil rights, and the law. Twenty-five years after the passage of the Americans with Disabilities Act, the question remains why disability rights legislation does not go far enough toward addressing access, stigma, and discrimination issues. People with disabilities have found empowerment from disability rights laws, but these laws are also restrictive because they define people in relation to medical aspects of their disabilities and narrowly define society’s obligation for inclusion. The successes and failures of disability rights laws are an important contribution to the study of conceptions of difference.

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

This commentary aims to introduce a collection of articles that highlights the experiences, needs and challenges of vulnerable consumers within a variety of service contexts. As a research collection, the investigations reveal that service researchers have overlooked how service design and processes affect vulnerable consumers.

The commentary is a conceptual perspective based on the investigations put forward in this special issue, extant literature and the editors’ perspectives.

Many consumers enter service contexts in some type of vulnerable condition. These conditions may include those relating to deafness, hearing impairments, older age, sexual orientation, immigration status and acculturation, participation in sexual exploitation, geographical remoteness, mental health challenges, obesity, natural disasters, language barriers and being the brunt of service provider discrimination.

Service researchers are encouraged to consider how the service marketing’s foundational theories, frameworks, concepts and axioms generalize among vulnerable consumers.

Service practitioners need to realize customers often enter service contexts owing to some type of vulnerable condition that influences their expectations and perceptions of service quality.

This special issue expands the discipline’s understanding of vulnerable consumers and exposes an array of conditions that affect their experiences and journeys within service settings. Service organizations dedicated to enhancing consumer well-being must understand how they can help remedy, or lessen, the consequences associated with vulnerable conditions.