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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.

Deaf people, who are British Sign Language (BSL) users, are, at times, carers for their parent or spouse when they have dementia. This can be a challenging role for the wider population, but if the common language in service provision is not one you share, then this care can be impacted by the lack of formal structures that support the Deaf caring role. This study aims to explore the experiences of Deaf carers supporting people with dementia, in an unpaid role, during the COVID-19 pandemic to understand more about their potential support preferences.

Online interviews with seven Deaf carers sharing their experiences of supporting their family member with dementia happened during the first year of the COVID-19 pandemic. Interpretive phenomenological analysis was used to qualitatively examine each Deaf carers’ stories.

Findings included Deaf carers’ lack of access to information, surrendering their autonomy to hearing family members to communicate with health-care professionals, with overarching isolation within local communities and online. Findings show a widespread infrastructural failure to meet the linguistic and specific support needs of this minority population.

Seven Deaf carers took part in this study. This means the findings may not be generalisable.

Health-care professionals and social care structures need to develop robust clear communication pathways for Deaf carers to receive the support needed to provide effective care.

If health-care professionals undertake training about Deaf people and BSL, that will mean Deaf carers will receive effective support to be able to care for a person living with dementia. This means that their Deaf identity will be recognised within the mainstream and the care provided will be much more effective for the person with dementia.

To the best of the authors’ knowledge, these are the first interviews undertaken with Deaf carers of people with dementia during the COVID-19 pandemic and its subsequent lockdowns. Understanding everyday barriers and social care limitations in terms of language access will enable Deaf carers to assert their rights and for care professionals to adapt their communication to match the individuals involved in the care package.

To understand how parents make the decision to implant their deaf young children with cochlear implants, focusing specifically on the concepts of normality, medicalization, and stigma.

I conducted 33 semi-structured interviews with the hearing parents or parent of children with cochlear implants. In all but two families I interviewed the primary caretaker which in all cases was a mother. In the remaining two interviews, I interviewed both parents together. Because of the relative scarcity of families with children with cochlear implants, and the difficulty in connecting with these families, I used a convenience sample, and I did not stratify it in any way. The only requirement for parents to be interviewed is that they had at least one deaf child who had been implanted with at least one cochlear implant. Although this is a small sample, the findings are transferable to other families with the same sociodemographic characteristics as those in my study.

Parents in the study focused on three key concepts: normality, risk analysis, and being a good parent. Dispositional factors such as the need to be “normal” and the desire for material success for one's children appeared to moderate the cost-benefit calculus.

This interview project concentrated on hearing families who had implanted their deaf children with cochlear implants; it does not include culturally Deaf parents who choose to use American Sign Language (ASL) with their Deaf children. Understanding how Deaf families understand the concepts of normality, medicalization, and stigma would shed light on how a distinctly “abnormal” group (by a statistical conception of normal) – ASL-using Deaf people-explain normality in the face of using a non-typical communication method. One can learn a lot by studying the absence of a phenomena, in this case, not implanting children with cochlear implants. It is possible that the existential threat felt by some Deaf people, specifically the demographic problem presented by cochlear implants, led Deaf educators or parents to resist being the subject of research.

Overwhelmingly the sample was female, and white. Only two participants were male, and none of the participants were non-white. The lack of diversity in the sample does not necessarily reflect a lack of diversity of children receiving cochlear implants. Medicaid, which disproportionately covers families of color, covers cochlear implants in most cases, so low SES/racial intersectionality should not have affected the lack of diversity in the sample. However, the oral schools are all private pay, with few scholarships available, so low SES/racial intersectionality in the sampling universe (all children who attend oral schools), may have played a part in the lack of racial diversity within the sample.

Parents in this study were very specific about the fact that they believed cochlear implants would lead to academic, professional, and personal success. They weaved narratives of normality, medicalization, and stigma through their stories. Normality is an important lens from which to see stories about disability and ability, as well as medical correction. As medical science continues to advance, more and more conditions will become medicalized, leading to more and more people taking advanced medical treatments to address problems that were previously considered “problems with living” that are now considered “medical problems” that can be treated with advanced science.

This chapter's contribution to the sociological cochlear implant literature is it's weaving of narratives about normality, stigma, and medicalization into parental stories about the cochlear implant decision-making process. Most literature about the cochlear implant decision-making process focus on cost-benefit analysis, and logical decision-making processes, whereas this paper focuses on decision-making factors stemming from bias, emotions, and values.

Social anxiety disorder is a common phenomenon that occurs in everyone with varying degrees, ranging from mild to severe. One of the causes of social anxiety disorder is a traumatic experience due to sexual harassment that has been experienced. In deaf women, this experience is made more difficult because of the language and speech limitations shared. As a result, irrational thoughts and beliefs arise for the victim. This study aims to examine the effectiveness of the Bisindo-based rational emotive behavior therapy (REBT) model in reducing social anxiety in deaf women who are victims of sexual harassment.

The research method uses single-subject research with multiple baselines across subjects. The research subjects were deaf women victims of sexual harassment who the National Government Organization Woman Crises Center in West Sumatra and the Association of Indonesian Special Education Professionals identified. Data were collected by observation and social anxiety scale and analyzed by graphical visual analysis.

The results showed that the Bisindo-based REBT was effective in reducing social anxiety in deaf women who were victims of sexual harassment.

The implementation of therapy in this study involved therapists, teachers and sign language interpreters. It requires extraordinary time and effort for the subjects to be able to reveal the sexual harassment they experienced. Furthermore, the small number of subjects meant that the results of this study could not be generalized widely. Therefore, this study has implications for future researchers to conduct experiments using the Bisindo-based REBT model on more subjects.

Practically, the results of this study have implications for a model for handling cases of sexual harassment in deaf women that can be used by women’s organizations and the Indonesian Association of Women with Disabilities.

It is recommended for counselors, psychologists and therapists to use the Bisindo-based REBT in dealing with cases of sexual harassment in deaf women because therapy that follows the characteristics of the victim’s language can help them to get the expected results.

This study examines the hearing students' attitudes and behaviors towards deaf students in Malaysia using the intergroup contact approach.

Purposive sampling was used to recruit 439 hearing students at secondary schools. Hearing students were asked to fill in questionnaires that contained four measurements: contact with deaf people, sources of knowledge about deaf people, attitudes towards deaf people and behaviors toward deaf people. A serial mediation model was proposed to investigate the hypothetical mediating role of knowledge and attitudes toward deaf students in the relationship.

The results of this study showed that contact frequency is negatively associated with attitudes towards deaf people. However, such a relationship is suppressed, only when knowledge is included as a mediator. In addition, mediation analysis supports that sources of knowledge and attitudes about deaf people mediate the relationship between contact and behaviors toward deaf people. Moreover, the frequency of contact indirectly contributes to behaviors through knowledge and attitudes.

The findings indicate that increasing the contact between hearing and deaf students would improve hearing students' attitudes and behaviors towards deaf students. However, this is only when the contact can improve hearing students' knowledge about deaf people and deafness.

This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia.

We present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children.

We propose that these oral histories shed light on how the concept, early intervention – a child development principle that became axiomatic from about the 1960s – significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology.

The paper contributes to a sociological/historical literature of “parenting for education” that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of “early intervention” as a historical phenomenon rather than a “common sense” truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.

The COVID-19 pandemic significantly disrupted the lives of the deaf community, and the implementation of restrictions on face-to-face meetings resulted in the trial introduction of video remote interpreting (VRI) in a secure psychiatric setting. This study aims to use a qualitative research paradigm to explore user experiences to inform potential future technological developments in this area.

Twelve deaf patients and three interpreters took part in structured face-to-face interviews and discussed their experiences of the use of VRI, with the results being assessed using thematic analysis.

Seven main themes were identified: resource availability, ease of use, technical issues, misunderstandings, medium secure-specific issues, preferences and human factors. All participants agreed that they did not like the VRI technology in the health-care environment in its current format, and their main concern was the difficulty in understanding the information being communicated. It was considered that this had the potential to incur potentially serious medico-legal and safety implications for both staff and patients alike.

This study has provided detailed users’ feedback about the potential future use in this communication tool and can help guide service developers to review the technology design to tailor it towards the users’ needs. While the existing technology is not currently suitable for this deaf population, particularly because of the potential for error, there is potential scope for further research in this area.

The COVID-19 pandemic provided a unique opportunity to explore the potential use of VRI for a deaf patient population within a secure psychiatric setting, where such technology is unlikely to have otherwise been used.

According to the Indian Sign Language Research and Training Centre (ISLRTC), India has approximately 300 certified human interpreters to help people with hearing loss. This paper aims to address the issue of Indian Sign Language (ISL) sentence recognition and translation into semantically equivalent English text in a signer-independent mode.

This study presents an approach that translates ISL sentences into English text using the MobileNetV2 model and Neural Machine Translation (NMT). The authors have created an ISL corpus from the Brown corpus using ISL grammar rules to perform machine translation. The authors’ approach converts ISL videos of the newly created dataset into ISL gloss sequences using the MobileNetV2 model and the recognized ISL gloss sequence is then fed to a machine translation module that generates an English sentence for each ISL sentence.

As per the experimental results, pretrained MobileNetV2 model was proven the best-suited model for the recognition of ISL sentences and NMT provided better results than Statistical Machine Translation (SMT) to convert ISL text into English text. The automatic and human evaluation of the proposed approach yielded accuracies of 83.3 and 86.1%, respectively.

It can be seen that the neural machine translation systems produced translations with repetitions of other translated words, strange translations when the total number of words per sentence is increased and one or more unexpected terms that had no relation to the source text on occasion. The most common type of error is the mistranslation of places, numbers and dates. Although this has little effect on the overall structure of the translated sentence, it indicates that the embedding learned for these few words could be improved.

Sign language recognition and translation is a crucial step toward improving communication between the deaf and the rest of society. Because of the shortage of human interpreters, an alternative approach is desired to help people achieve smooth communication with the Deaf. To motivate research in this field, the authors generated an ISL corpus of 13,720 sentences and a video dataset of 47,880 ISL videos. As there is no public dataset available for ISl videos incorporating signs released by ISLRTC, the authors created a new video dataset and ISL corpus.

This chapter addressed the professional, interpersonal, and functional experiences of teachers with physical disabilities and their employers. To obtain different perspectives on these issues, I conducted 67 in-depth interviews with teachers with disabilities (motor disabilities, sensory disabilities, and chronic health conditions), their colleagues, principals, disability researchers, and two individuals who hold positions of leadership in the educational system. In addition, I analyzed 10 YouTube videos featuring teachers with disabilities. The findings reveal the organizational and personal barriers teachers with disabilities face. Tackling these barriers is important since teachers with disabilities have unique opportunities to contribute both personally and socially.

In the COVID-19 era, sign language (SL) translation has gained attention in online learning, which evaluates the physical gestures of each student and bridges the communication gap between dysphonia and hearing people. The purpose of this paper is to devote the alignment between SL sequence and nature language sequence with high translation performance.

SL can be characterized as joint/bone location information in two-dimensional space over time, forming skeleton sequences. To encode joint, bone and their motion information, we propose a multistream hierarchy network (MHN) along with a vocab prediction network (VPN) and a joint network (JN) with the recurrent neural network transducer. The JN is used to concatenate the sequences encoded by the MHN and VPN and learn their sequence alignments.

We verify the effectiveness of the proposed approach and provide experimental results on three large-scale datasets, which show that translation accuracy is 94.96, 54.52, and 92.88 per cent, and the inference time is 18 and 1.7 times faster than listen-attend-spell network (LAS) and visual hierarchy to lexical sequence network (H2SNet) , respectively.

In this paper, we propose a novel framework that can fuse multimodal input (i.e. joint, bone and their motion stream) and align input streams with nature language. Moreover, the provided framework is improved by the different properties of MHN, VPN and JN. Experimental results on the three datasets demonstrate that our approaches outperform the state-of-the-art methods in terms of translation accuracy and speed.