The People's Republic of China is home to over 20 million d/Deaf and hard-of-hearing people, many among them belonging to ethnic minorities. Drawing on ethnographic fieldwork in two minority regions, the Tibet Autonomous Region and the Inner Mongolian Autonomous Region, this article comparatively discusses findings on sign language use, education and state welfare policies. The situation in these domains is analysed through the framework of the 'civilising project', coined by Harrell, and its impacts on the d/Deaf and hard-of-hearing among ethnic minorities are shown. For instance, through the promotion of Chinese and Chinese Sign Language over and above the use of local sign and written languages as well as through education and the medicalisation of disabilities.
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http://dx.doi.org/10.1080/09687599.2017.1302319 | DOI Listing |
Am J Audiol
November 2024
Faculty of Health Sciences, School of Health & Rehabilitation Sciences, Western University, London, Ontario, Canada.
Purpose: Virtual service delivery models in audiology have become more accessible due to recent technological advancement and improved system-level uptake following COVID-19. Although current evidence identifies the benefits of virtual care to families with children who are d/Deaf or hard of hearing and supports its use in practice, this delivery model is still underutilized. This research aimed to gain consensus on an evidence-informed virtual caregiver participation framework developed from a scoping review of the communication sciences and disorders literature.
View Article and Find Full Text PDFInt J Speech Lang Pathol
November 2024
School of Health Sciences, University of Iceland, Reykjavik, Iceland.
Purpose: The purpose of this review was to map speech intelligibility measures used for assessing d/Deaf and hard-of-hearing children onto the International Classification of Functioning, Disability and Health.
Method: This review considered perceptual speech intelligibility measures (Articulation functions b320) used to assess deaf and hard-of-hearing children aged 12 years and younger. The following electronic databases were searched: CINAHL; ERIC (ProQuest); Linguistic, Language, and Behaviour Abstracts; Scopus; Medline via PubMed; CENTRAL via Ovid; Cochrane via Ovid; and Joanna Briggs via Ovid.
Nurse Educ Today
January 2025
Swansea University, Faculty of Medicine, Health and Life Science, School of Health and Social Care, Swansea SA2 8PP, Wales, UK. Electronic address:
Aim: The aim of this study was to evaluate a newly developed Deaf awareness e-learning package with nursing students at one university in Wales, UK.
Background: D/deaf and hard of hearing communities face a multitude of barriers when accessing and receiving healthcare leading to under diagnosis of health conditions and poorer health outcomes in general. Lack of awareness, teaching, and exposure to the D/deaf and hard of hearing populations during health care professional training programmes has been shown to contribute to this health disparity.
Int J Clin Pharm
December 2024
Division of Clinical Pharmacy, Faculty of Pharmaceutical Sciences, Burapha University, Chonburi, 20131, Thailand.
Background: People who are d/Deaf face challenges when communicating with pharmacists, especially during medication counseling.
Aim: This study aimed to explore and understand the perceptions and experiences of d/Deaf people regarding medication counseling by hospital pharmacists.
Method: Five sets of semi-structured in-depth interviews (44 total) and one focus group were conducted among d/Deaf people, hospital pharmacists, and Thai sign language (TSL) interpreters.
Am Ann Deaf
September 2024
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.
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