A sign language journey to the land of smiles: Thailand study abroad.

This qualitative study focused on the synergistic experience of a group of Deaf1 and hearing participants during a 2-week international study-abroad program to investigate the impact of immersing hearing American Sign Language (ASL) undergraduate majors with culturally Deaf faculty and doctoral students. 20 participants included undergraduate students who were ASL majors, Deaf doctoral students, faculty members, and an interpreter. Data included narratives with the Deaf faculty leader and the hearing ASL interpreter, a content analysis with the hearing undergraduates, and a section focused on the Deaf perspective with a thematic analysis with the Deaf faculty, students, and alumni.

Video Remote Sign Language Interpreting in Health Communication for Deaf People: Protocol for a Randomized Controlled Trial.

Background: The current standard of interpretation provision is not efficacious or not acceptable to Deaf patients who communicate using sign language. In-person or video relay interpretation (VRI) sign language interpretation is largely unavailable. There are no clear data on the availability of VRI or in-person interpretation.

DHH and L2 college students' knowledge of English resultatives and depictives.

College-level deaf and hard-of-hearing (DHH) students and hearing students of English as a Second Language (L2) along with hearing native speakers (NS) of English were assessed in their knowledge of English resultative and depictive sentences. In "Kevin wiped the table clean," the resultative phrase "clean" indicates that the table became clean as a result of Kevin wiping it. In "Megan drove the car drunk," the depictive phrase "drunk" describes Megan's state throughout the entire event of driving.

"I Learned as I Went": an online distance education case study.

Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features.

The role of perceptual and word identification spans in reading efficiency: Evidence from hearing and deaf readers.

Theories of reading posit that decisions about "where" and "when" to move the eyes are driven by visual and linguistic factors, extracted from the perceptual span and word identification span, respectively. We tested this hypothesized dissociation by masking, outside of a visible window, either the spaces between the words (to assess the perceptual span, Experiment 1) or the letters within the words (to assess the word identification span, Experiment 2). We also investigated whether deaf readers' previously reported larger reading span was specifically linked to one of these spans.

Inclusive Research Environments for Deaf and Hard of Hearing English Speakers.

In recent years, an increasing number of deaf and hard of hearing (D/HH) undergraduates have chosen to study in STEM fields and pursue careers in research. Yet, very little research has been undertaken on the barriers and inclusive experiences often faced by D/HH undergraduates who prefer to use spoken English in research settings, instead of American Sign Language (ASL). To identify barriers and inclusive strategies, we studied six English speaking D/HH undergraduate students working in research laboratories with their eight hearing mentors, and their three hearing peers sharing their experiences.

The interpreter's role and deaf students' autonomy in mainstream classrooms.

This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation. This research illustrates the significance of autonomy for mainstreamed deaf students and suggests a correlation between the interpreter's role and deaf students' perceived autonomy in the classroom.

Examining the differences of perceptions and experience with online health information accessibility between deaf and hearing individuals: A qualitative study.

Objective: Describe and compare the experiences and preferences of Deaf and hearing individuals with different levels of health literacy in accessing, interpreting, and acting upon online health information.

Methods: We conducted semi-structured interviews with 17 Deaf and 10 hearing participants with high and low health literacy from three healthcare sites. We conducted thematic analysis of the transcripts to explore information navigation experiences, information sources and dissemination preferences.

Academic verb knowledge of DHH college students and their hearing peers.

This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with two comparison groups of college peers-students of English as an Additional Language (EAL)1 and hearing native-English-speaking students.

Experiences of Sign Language Interpreters and Perspectives of Interpreting Administrators During the COVID-19 Pandemic: A Qualitative Description.

Objective: Interpreting during the COVID-19 pandemic caused stress and adverse mental health among sign language interpreters. The objective of this study was to summarize the pandemic-related work experiences of sign language interpreters and interpreting administrators upon transitioning from on-site to remote work.

Methods: From March through August 2021, we conducted focus groups with 22 sign language interpreters in 5 settings, 1 focus group for each setting: staff, educational, community/freelance, video remote interpreting, and video relay services.

Healthcare communication access among deaf and hard-of-hearing people during pregnancy.

Objective: Deaf and hard-of-hearing (DHH) people report ineffective healthcare communication. Limited research has been conducted on healthcare communication during pregnancy. This study's aim was to assess communication accommodations and experiences during pregnancy for DHH people.

Effects of Sound Quality on the Accuracy of Telephone Captions Produced by Automatic Speech Recognition: A Preliminary Investigation.

Purpose: Automatic speech recognition (ASR) is commonly used to produce telephone captions to provide telecommunication access for individuals who are d/Deaf and hard of hearing (DHH). However, little is known about the effects of degraded telephone audio on the intelligibility of ASR captioning. This research note investigates the accuracy of telephone captions produced by ASR under degraded audio conditions.

Phoneme Categorization in Prelingually Deaf Adult Cochlear Implant Users.

Purpose: Phoneme categorization (PC) for voice onset time and second formant transition was studied in adult cochlear implant (CI) users with early-onset deafness and hearing controls.

Method: Identification and discrimination tasks were administered to 30 participants implanted before 4 years of age, 21 participants implanted after 7 years of age, and 21 hearing individuals.

Results: Distinctive identification and discrimination functions confirmed PC within all groups.

Haemophilus influenzae Protein D antibody suppression in a multi-component vaccine formulation.

Nontypeable Haemophilus influenzae (NTHi) has emerged as a dominant mucosal pathogen causing acute otitis media (AOM) in children, acute sinusitis in children and adults, and acute exacerbations of chronic bronchitis in adults. Consequently, there is an urgent need to develop a vaccine to protect against NTHi infection. A multi-component vaccine will be desirable to avoid emergence of strains expressing modified proteins allowing vaccine escape.

Visual attention for linguistic and non-linguistic body actions in non-signing and native signing children.

Evidence from adult studies of deaf signers supports the dissociation between neural systems involved in processing visual linguistic and non-linguistic body actions. The question of how and when this specialization arises is poorly understood. Visual attention to these forms is likely to change with age and be affected by prior language experience.

Vaccine target and carrier molecule nontypeable Haemophilus influenzae protein D dimerizes like the close Escherichia coli GlpQ homolog but unlike other known homolog dimers.

We have determined the 1.8 Å X-ray crystal structure of nonlipidated (i.e.

Deaf Student-Interpreter Relationships and Feedback Practices in K-12 Mainstream Deaf Education.

This study explores Deaf individuals' and sign language interpreters' perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g.

The Occupational Health and Safety of Sign Language Interpreters Working Remotely During the COVID-19 Pandemic.

Introduction: The COVID-19 pandemic has caused a dramatic shift in work conditions, bringing increased attention to the occupational health of remote workers. We aimed to investigate the physical and mental health of sign language interpreters working remotely from home because of the pandemic.

Methods: We measured the physical and mental health of certified interpreters who worked remotely 10 or more hours per week.

Video Relay Interpretation and Overcoming Barriers in Health Care for Deaf Users: Scoping Review.

Background: Persons who are deaf are more likely to avoid health care providers than those who can hear, partially because of the lack of means of communication with these providers and the dearth of available interpreters. The use of video remote interpretation, namely the video camera on an electronic device, to connect deaf patients and health providers has rapidly expanded owing to its flexibility and advantageous cost compared with in-person sign language interpretation. Thus, we need to learn more about how this technology could effectively engage with and respond to the priorities of its users.

Four American Sign Language Learner Groups: Are They Really Different?

We investigated the receptive American Sign Language (ASL) skills of four separate groups using the 42-item ASL-Receptive Skills Test: Deaf high school-aged students who attended a residential school; deaf incoming college students who preferred signed language; deaf incoming college students who preferred spoken language; and typically hearing college-aged second language-second modality learners (M2L2) of ASL. Many deaf students learn ASL as a delayed first language due to a lack of sign language models within their home environments. In contrast, M2L2 students likely engage in some transfer between their first (spoken) and second (signed) language when learning ASL.

Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices.

Universal Design for Learning (UDL) provides a flexible framework for supporting a wide variety of learners. We report here on a conference that presented the UDL framework as a way to increase success of deaf and hard-of-hearing (deaf/hh) students in introductory biology courses. The Opening the Pathway conference was an NSF Advanced Technological Education project focusing on raising awareness about careers in biotechnology and student success in introductory biology, a key gateway course for careers in biotechnology.