The American Annals of the Deaf is a professional journal dedicated to quality in education and related services for deaf or hard of hearing children and adults. First published in 1847, the Annals is the oldest and most widely read English-language journal dealing with deafness and the education of deaf persons. The Annals is the official organ of the Council of American Instructors of the Deaf (CAID) and of the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) and is directed and administered by a Joint Annals Administrative Committee made up of members of the executive committees of both of these organizations.

The American Annals of the Deaf is a professional journal dedicated to providing high-quality education and related services for children and adults who are deaf or hard of hearing. First published in 1847, it is the oldest and most widely read English-language journal addressing issues of deafness and the education of deaf individuals. The Annals serves as the official publication of the Council of American Instructors of the Deaf (CAID) and the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD), and is directed and administered by a Joint Annals Administrative Committee composed of members from the executive committees of both organizations.

《American Annals of the Deaf》是一本专业期刊，致力于为聋人或听力受损的儿童和成人提供高质量的教育和相关服务。该期刊于1847年首次出版，是处理聋人及其教育问题的最古老、最广泛阅读的英语期刊。《American Annals of the Deaf》是美国聋人教师协会（CAID）和聋人学校及项目教育管理者会议（CEASD）的官方刊物，由这两个组织的执行委员会成员组成的联合期刊管理委员会负责指导和管理。

American Annals of the Deaf

Logo has excited educators of the deaf by offering a nonlinguistic medium in which students can gain general thinking skills and a sense of empowerment. Research with hearing students, suggesting that few Logo students attain the larger goals of educators, has led some people either to discredit Logo or to discredit the research. This article addresses these oversimplified responses to Logo research. It describes goals of current Logo instruction, reviews some Bank Street College research on Logo and thinking skills, offers guidelines to educators for thinking about this research, and illustrates how research may be used to create improved Logo learning materials.

Ronald Mawby

American annals of the deaf

The Importance of Research for Logo

标志研究的重要性

Peter V Paul

Am Ann Deaf

In Praise of International Connections and Perspectives

赞美国际联系与视角

Abstract: This research study synthesizes research on applications of artificial intelligence (AI) to transform and improve quality of life for deaf and hard of hearing students. Twenty studies were analyzed, spanning domains including AI-enabled captioning, interpreters, personalized tutors, social robots, and assistive apps. Key findings demonstrate emerging AI innovations show promise for enhancing communication, learning, inclusion, and independence for deaf and hard of hearing youth. Technologies such as automatic speech recognition, natural language processing, and intelligent tutoring systems increased classroom participation and academic skills by removing barriers. However, small samples, lack of longitudinal data, and technology accessibility limitations affect the strength of conclusions. Additional rigorous comparative research is warranted, but cautious adoption of AI appears beneficial if implemented ethically. With thoughtful design and integration, AI technologies exhibit strong potential for creating more empowering, equitable learning for deaf and hard of hearing students. However, achieving an inclusive AI future requires ongoing collaboration among developers, researchers, and educators to ensure that innovations are leveraged to amplify capacities, not replace them.

Bader N. Alkahtani

The Impact of Artificial Intelligence on Quality of Life for Deaf and Hard of Hearing Students

人工智能对聋哑和听力障碍学生生活质量的影响

Abstract: There is a nationwide shortage of qualified Teachers of Deaf (TOD) and teacher attrition is an important component of the shortage. This qualitative research study examines the experiences of thirty-three former TODs in the United States who left their teaching positions in the last decade and the reasons why they resigned. Data sources include open-ended survey questions and focus groups. While TODs experienced the concept of "the last straw," themes in the reasons they exited the field included: (1) Work life's adverse effects on personal well-being, (2) Lack of support from the school community, and (3) Inadequate training in teacher preparation programs. This study brings attention to some TODs' struggles, contextualizes previous quantitative findings about TOD dissatisfaction, and makes recommendations for deaf education to maintain a strong teacher force that effectively serves deaf students.

Steven Singer

Leanna Travers

Ashley Peng

Why I No Longer Teach Deaf Students

为什么我不再教聋生

Abstract: This study aims to explore the transformation of parental perspectives on the identity of being a parent of a child with cochlear implant (CI), termed CI parent herein, within the context of Chinese culture. Narrative interviews were conducted with six parents from three families who have children with CIs. Using a narrative inquiry approach, this study reveals that the group identity of Chinese CI parents is dynamic. Their group identity changes through three stages: happy to be a CI parent, striving to be a parent of hearing children, and becoming a parent of excellent children. Additionally, technological advancement, time investment, Chinese karmic culture, social support, and educational support were identified as crucial factors influencing the shaping of Chinese CI parents' group identity. In the future, it is recommended to provide psychosocial support to CI parents in China through the establishment of parent group organizations and enhancing the quality of inclusive education.

Ying Liu

Xin Zheng

Jili Liang

The Transformation of Group Identity Among Parents of Children With Cochlear Implants in China: A Social Identity Perspective

中国耳蜗植入儿童家长群体身份的转变：社会身份视角

Abstract: Limited access to spoken and signed language is a worldwide phenomenon affecting deaf children. Language delay caused by impeded language acquisition has negative cascading effects on deaf children's learning and development. In the event of stymied language development, deaf students exhibit highly errored writing and commit errors unseen in the writing of hearing students. There is a need for specialized tools to evaluate and monitor the progress of deaf students' written language in ways that can inform instruction. The Structured Analysis of Written Language (SAWL), developed for this purpose, has thus far been used to analyze American students' writing. The objective of this study was to determine if and how the SAWL could be used to evaluate the writing of deaf Chinese students. After establishing a protocol, we piloted the administration of six SAWL variables in analyzing the writing of 11 Chinese and 11 American matched pairs across two genres of writing. Our hypothesis was that the instrument would result in similar outcomes across the groups, which had been carefully matched on hearing, language, and literacy variables. Independent samples t tests revealed that even though the groups differed on two SAWL variables for informative writing (the percentage of complete sentences and the number of words used in perfect t-units [an independent clause and its dependent clause counterparts]), most variables across genres were not statistically significant. Results, limitations, and implications are discussed.

Abbreviation	Am. Ann. Deaf.
Journal Impact	1.16
Quartiles(Global)	REHABILITATION(Q4)

ISSN	0002-726X, 1543-0375
h-index	48

Publication Information	Publisher: Gallaudet University Press，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1965，Proportion of original research papers: 96.43%，Self Citation Rate:40.00%， Gold OA Rate: 0.00%

American Annals of the Deaf

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The Importance of Research for Logo

In Praise of International Connections and Perspectives

The Impact of Artificial Intelligence on Quality of Life for Deaf and Hard of Hearing Students

Why I No Longer Teach Deaf Students

The Transformation of Group Identity Among Parents of Children With Cochlear Implants in China: A Social Identity Perspective

In Praise of International Connections and Perspectives

The Impact of Artificial Intelligence on Quality of Life for Deaf and Hard of Hearing Students

Why I No Longer Teach Deaf Students

The Transformation of Group Identity Among Parents of Children With Cochlear Implants in China: A Social Identity Perspective

Application of the structured analysis of written language tool to the writing of deaf Chinese students