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

Abstract: In this concluding article of an American Annals of the Deaf Special Issue, we draw on Vygotsky's Fundamentals of Defectology to argue that the essence of deaf pedagogy is not centered on constructing deaf students' hearing abilities but on a biosocial orientation that considers the whole multimodal child with unfettered access to natural signed languages. In alignment with this biosocial view, we recognize and resist the overarching influence of biomedical professionals and systems on deaf education. Such biomedical influence comes with convenient detachment from accountability in education systems while arguably causing at least significant, if not maximal, harm to the optimal developmental outcomes of deaf children. The article ties together the articles of the Annals Special Issue, along with additional Vygotskian perspectives, to bring forth the emergence and exploration of biosocial accountability in deaf education.

Kristina Willicheva

Wyatte C. Hall

From Vicious Circles to Virtuous Cycles: Vygotskian-Inspired Conclusions for Biomedicine and Deaf Education

从恶性循环到良性循环：维果茨基启发下的生物医学与聋人教育结论

Abstract: Children, including those who are deaf, become aware of and learn about their environments through playing and social and cultural interactions. For most deaf children, preschool classrooms are optimal spaces for these interactions to occur, but only if they can fully engage with this environment. We discuss the need for and constituent aspects of full access to learning in these environments for deaf children. Vygotsky's sociocultural theory is employed chiefly as the basis for exploring and analyzing useful strategies for educators and families of deaf children. Our analysis focuses on processes in which individuals create knowledge through interacting with other people and the environment, a core emphasis of our work. We also discuss that, concomitant with full access to linguistic and social opportunities, deaf preschoolers develop a stronger sense of self, which leads to the development of cultures and languages in and out of their families.

Patrick Graham

Christopher Kurz

Christi Batamula

Finding Vygotsky in Early Childhood Deaf Education: Sociocultural Bodies and Conversations

在早期聋儿教育中寻找维果茨基：社会文化身体与对话

Abstract: The changes brought about by the COVID-19 pandemic resulted in more virtual instruction in schools. Teachers experienced multiple new challenges while moving online. As Fleming (2020) notes, “Unlike developing a whole-class lesson plan online, special education teachers are now tasked with developing unique plans for every student that align with their IEPs [individualized education programs], as required by federal mandate” (p. 1). In the present article, we consider how to best incorporate active learning, engagement, and critical thinking into an online learning environment while supporting language and social development for all students. Alexander (2020) notes the importance of socialization, observing that the loss of face-to-face interactions decreases students’ confidence and affects their mental health. We also consider how to meaningfully incorporate social interaction, engagement, and active learning to support deaf and hard of hearing students in developing a sense of classroom and school community.

Raschelle Neild

Kit Kenyon

Deaf Education Teachers and Online Instruction: Ensuring Equity in Instructional Activities and Collaboration

聋教育教师与在线教学：确保教学活动和协作中的公平性

Abstract: The COVID-19 pandemic placed stress on all aspects of the educational system. Many state departments of education acknowledged the disruption to individualized education program evaluation and implementation but insisted that evaluation timelines and services continue undisrupted. School psychologists were therefore forced to navigate the viability of virtual assessment without established research supporting this type of student evaluation. Formal assessments used in the identification of learning disabilities and other areas of disability were not standardized with virtual administration procedures; however, many test publishers have offered guidelines for online administration. These guidelines may not be suitable for test administration with deaf and hard of hearing (DHH) children. Through the presentation of two case studies, this article explores some of the available administration guidelines and evaluates their appropriateness for use with DHH children. Information in this article informs current practice of school psychology in a virtual environment.

Brittany A. Dale

Virtual Assessment of Deaf and Hard of Hearing Students in the Schools

聋校听障学生虚拟评估

Through in-depth interviews, this qualitative study explored the perceptions of seven teachers of students who are d/Deaf and hard of hearing (D/HH) regarding inclusive and interpreted education. The findings revealed central themes of concern including inadequate support in inclusive placements, communication modality mismatches, and insufficient quality of interpreted education. The teachers' experiences underscore the need for more comprehensive educational support systems and the development of robust support mechanisms to effectively navigate the challenges of inclusive placements for students who are D/HH. Specifically, further attention must be given to improving the qualifications, training, support, and supervision of educational interpreters facilitating education in inclusive settings. These findings have implications for multiple stakeholders, including policymakers, educators, and supportive personnel involved in shaping inclusive education practices to ensure equitable access and the creation of supportive spaces where all students can thrive.

Kristen Guynes

Carla Wood

Professional Issues in the Interpreted Education of Deaf and Hard of Hearing Students

聋生和重听学生口译教育中的专业问题

Peter V Paul

Am Ann Deaf

Kant and Elvis: The Art and Science of Synthesis

康德与猫王：综合的艺术与科学

Deaf and hard of hearing (DHH) children are developmentally delayed in facial emotion recognition (FER). This study aimed to explore the possibility of enhancing the FER ability of DHH preschoolers through a group-play intervention. Nineteen children with a cochlear implant or hearing aid were enrolled in a 4-week intervention; six DHH children were assigned to a control group. The training program included a learning procedure for four basic emotions: happiness, sadness, anger, and fear. A pretest/posttest design was used to measure the DHH children's FER performance. The results indicated that although the two groups performed comparably on the FER task before the training (pretest), the performance of the intervention group was significantly better than that of the control group in the posttest. Moreover, the DHH children in the intervention group showed the greatest improvement in FER of happiness.

Heqing Huang

Yan Wang

Zhuoya Ma

Zhonghua Qin

Yifang Wang

Effectiveness of Group-Play Training on Emotion Recognition for Young Children Who Are Deaf or Hard of Hearing

团体游戏训练对聋或听力障碍幼儿情绪识别的有效性

The authors investigated parent mental health during the COVID-19 pandemic and its association with parenting behaviors of parents of children who are deaf or hard of hearing. An electronic survey was distributed to parents (N = 103). The results showed that they were experiencing elevated anxiety, depression, and symptoms of post-traumatic stress disorder. A combined model demonstrated that parental distress was significantly associated with depression and with parental reports of symptoms indicating significantly higher distress. Parental distress was also significantly associated with parenting strategies: Parents who endorsed positive strategies reported significantly lower levels of distress, while parents who endorsed negative strategies reporting significantly higher levels. It was found that screening protocols to identify parents in need of support are crucial, particularly among the parent population considered in the present study. Additionally, access to mental health services and evidence-based positive parenting programs is essential.

Jennifer Coto

Marcela Galicia

Chrisanda Sanchez

Jenna Sawafta

Ivette Cejas

Mental Health, Parenting Stress, and Parenting Practices of Parents of Deaf or Hard of Hearing Children During the Pandemic

疫情期间聋哑或听力障碍儿童父母的心理健康、育儿压力和育儿实践

The researchers examined the associations between thinking styles and grit. A cross-sectional design was adopted, with two weeks of data collection. The Thinking Styles Inventory-Revised II and the Grit Scale were administered to 365 signing deaf or hard-of-hearing (DHH) Arts and Design students and 443 hearing university students in mainland China. CFA, MANOVA, hierarchical multiple regression analyses, and a multi-group analysis were executed for data analysis. DHH and hearing students with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher grit levels, with large effect sizes for the identified relationships. There were no differences in the relations for either group. The associations between thinking styles and grit may protect against psychological pressure and rehabilitation problems and enable university/school administrators, counselors, social workers, teachers, parents, and students to enhance the grit of students who are deaf or hard of hearing.

Sanyin Cheng

Li Haochen

Li Jiaqi

How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style

如何提高聋哑或听力障碍学生的毅力：思维方式的影响

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American Annals of the Deaf

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The Importance of Research for Logo

From Vicious Circles to Virtuous Cycles: Vygotskian-Inspired Conclusions for Biomedicine and Deaf Education

Finding Vygotsky in Early Childhood Deaf Education: Sociocultural Bodies and Conversations

Deaf Education Teachers and Online Instruction: Ensuring Equity in Instructional Activities and Collaboration

Virtual Assessment of Deaf and Hard of Hearing Students in the Schools

Professional Issues in the Interpreted Education of Deaf and Hard of Hearing Students

Kant and Elvis: The Art and Science of Synthesis

Effectiveness of Group-Play Training on Emotion Recognition for Young Children Who Are Deaf or Hard of Hearing

Mental Health, Parenting Stress, and Parenting Practices of Parents of Deaf or Hard of Hearing Children During the Pandemic

How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style