Educators’ perceptions of supporting parents of deaf and hard-of-hearing children

References

• Abbott, O. (2020). The self, relational sociology, and morality in practice. Palgrave Macmillan.
   Google Scholar
• Bauman, H. D. L. (2004). Audism: Exploring the metaphysics of oppression. Journal of Deaf Studies and Deaf Education, 9(2), 239–246. https://doi.org/10.1093/deafed/enh025
   PubMedGoogle Scholar
• Bogart, K. R., & Dunn, D. (2019). Ableism special issue introduction. Journal of Social Issues, 75(3), 650–664. https://doi.org/10.1111/josi.12354
   Web of Science ®Google Scholar
• Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.
   Google Scholar
• Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7(1), 14–25. https://doi.org/10.2307/202060
   Web of Science ®Google Scholar
• Bourdieu, P., & Wacquant, L. J. (1992). An invitation to reflexive sociology. University of Chicago Press.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association.
   Google Scholar
• Burgess, R. (1997). Deconstructing drug prevention: Towards an alternative purpose. Drugs: Education, Prevention and Policy, 4(3), 271–283. https://doi.org/10.3109/09687639709028549
   Web of Science ®Google Scholar
• Burkitt, I. (2018). Relational agency. In P. Dépelteau (Ed.), The palgrave handbook of relational sociology (pp. 523–538). Palgrave Macmillan.
   Google Scholar
• Crossley, N. (2015). Relational sociology and culture: A preliminary framework. International Review of Sociology, 25(1), 65–85. https://doi.org/10.1080/03906701.2014.997965
   Web of Science ®Google Scholar
• Decker, K. B., & Vallotton, C. D. (2016). Early intervention for children with hearing loss: Information parents receive about supporting children’s language. Journal of Early Intervention, 38(3), 151–169. https://doi.org/10.1177/1053815116653448
   Web of Science ®Google Scholar
• Emirbayer, M. (1997). Manifesto for a relational sociology. American Journal of Sociology, 103(2), 281–317. https://doi.org/10.1086/231209
   Web of Science ®Google Scholar
• Frank, A. (2017). Deaf families’ unique experiences and obstacles. Journal of Social Work in Disability and Rehabilitation, 16(3–4), 216–229. https://doi.org/10.1080/1536710X.2017.1372238
   PubMed Web of Science ®Google Scholar
• Goico, S. A. (2019). The impact of “inclusive” education on the language of deaf youth in iquitos, Peru. Sign Language Studies, 19(3), 348–374. https://doi.org/10.1353/sls.2019.0001
   Web of Science ®Google Scholar
• Goico, S. A. (2020). A linguistic ethnography approach to the study of deaf youth and local signs in iquitos, Peru. Sign Language Studies, 20(4), 619–643. https://doi.org/10.1353/sls.2020.0021
   Web of Science ®Google Scholar
• Goico, S. A. (2021). The participation role of the researcher as a co-operative achievement. Social Interaction. Video-Based Studies of Human Sociality, 4(2). https://doi.org/10.7146/si.v4i2.127257
   Google Scholar
• Goico, S. A., Villacorta Ayllon, M., Lizama Monsalve, P., Torres Vargas, R. A., Cerron Bardales, C., & Santamaria Hernandez, J. A. (2021). Establishing the first sign-based public deaf education programme in iquitos, Peru. Deafness and Education International, 23(3), 201–216. https://doi.org/10.1080/14643154.2021.1932339
   Google Scholar
• Henner, J., & Robinson, O. (2021). Signs of oppression in the academy: The case of signed languages. In G. Clements & M. J. Petray (Eds.), Linguistic discrimination in US higher education: Power, prejudice, impacts, and remedies (pp. 92–109). Routledge.
   Google Scholar
• Heyl, B. S. (2001). Ethnographic interviewing. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 369–383). Sage.
   Google Scholar
• Ho, A. (2008). The individualist model of autonomy and the challenge of disability. Journal of Bioethical Inquiry, 5(2-3), 193–207. https://doi.org/10.1007/s11673-007-9075-0
   Web of Science ®Google Scholar
• Humphries, T. (1975). Audism: The making of a word. Unpublished essay.
   Google Scholar
• Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004).
   Google Scholar
• Joint Committee on Infant Hearing. (2019). Year 2019 position statement: Principles and guidelines for early hearing detection and intervention programs. Journal of Early Hearing Detection and Intervention, 4(2), 1–44.
   Google Scholar
• Jokinen, M. (2018). Inclusive education—A sustainable approach? American Annals of the Deaf, 163(1), 70–77. https://doi.org/10.1353/aad.2018.0012
   Web of Science ®Google Scholar
• Kecman, E. (2019). Old challenges, changing contexts: Reviewing and reflecting on information provision for parents of children who are deaf or hard-of-hearing. Deafness & Education International, 21(1), 3–24. https://doi.org/10.1080/14643154.2018.1506072
   Web of Science ®Google Scholar
• Kolluri, S., & Tierney, W. G. (2020). Education, equity, and the promise of seeing relationally. In S. Kolluri, & W. G. Tierney (Eds.), Relational sociology and research on schools, colleges, and universities (pp. 1–12). State University of New York Press.
   Google Scholar
• Lane, H. (1995). Constructions of deafness. Disability & Society, 10(2), 171–190. https://doi.org/10.1080/09687599550023633
   Web of Science ®Google Scholar
• Leigh, G., & Marschark, M. (2016). Recognizing diversity in deaf education: Now what do we do with it? In M. Marschark, V. Lampropoulou, & E. K. Skordilis (Eds.), Diversity in deaf education (pp. 507–535). Oxford University Press.
   Google Scholar
• Matthijs, L., Hardonk, S., Sermijn, J., Van Puyvelde, M., Leigh, G., Van Herreweghe, M., & Loots, G. (2017). Mothers of deaf children in the 21st century. Dynamic positioning between the medical and cultural–linguistic discourses. The Journal of Deaf Studies and Deaf Education, 22(4), 365–377. https://doi.org/10.1093/deafed/enx021
   PubMed Web of Science ®Google Scholar
• Mauldin, L. (2016). Made to hear: Cochlear implants and raising deaf children. University of Minnesota Press.
   Google Scholar
• Mauldin, L., & Brown, R. L. (2021). Missing pieces: Engaging sociology of disability in medical sociology. Journal of Health and Social Behavior, 62(4), 477–492.
   Google Scholar
• Mische, A. (2011). Relational sociology, culture, and agency. In J. Scott, & P. Carrington (Eds.), The SAGE handbook of social network analysis (pp. 80–97). SAGE.
   Google Scholar
• Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of Deaf Studies and Deaf Education, 18(4), 429–445. https://doi.org/10.1093/deafed/ent034
   PubMed Web of Science ®Google Scholar
• Montiegel, K. (2021a). Other-initiated repair and preference principles in an oral classroom. Journal of Pragmatics, 178, 108–120. https://doi.org/10.1016/j.pragma.2021.03.006
   Web of Science ®Google Scholar
• Montiegel, K. (2021b). ‘Use your words’: Vocalization and moral order in an oral preschool classroom for deaf or hard-of-hearing children. Language in Society, 52(1), 107–127. https://doi.org/10.1017/S0047404521000786
   Web of Science ®Google Scholar
• Montiegel, K. (2022). Teachers’ gestures for building listening and spoken language skills. Discourse Processes, 59(10), 771–790. https://doi.org/10.1080/0163853X.2022.2140556
   Web of Science ®Google Scholar
• Montiegel, K. (2023). Peer socialization in an oral preschool classroom. Language & Communication, 89, 63–77. https://doi.org/10.1016/j.langcom.2023.01.001
   Web of Science ®Google Scholar
• Naderifar, M., Goli, H., & Ghaljaie, F. (2017). Snowball sampling: A purposeful method of sampling in qualitative research. Strides in Development of Medical Education, 14(3), e67670. https://doi.org/10.5812/sdme.67670
   Google Scholar
• Porter, A., Creed, P., Hood, M., & Ching, T. Y. (2018). Parental decision-making and deaf children: A systematic literature review. The Journal of Deaf Studies and Deaf Education, 23(4), 295–306. https://doi.org/10.1093/deafed/eny019
   PubMed Web of Science ®Google Scholar
• Porter, A., & Edirippulige, S. (2007). Parents of deaf children seeking hearing loss-related information on the internet: The Australian experience. Journal of Deaf Studies and Deaf Education, 12(4), 518–529. https://doi.org/10.1093/deafed/enm009
   PubMed Web of Science ®Google Scholar
• Stewart, V., Slattery, M., & McKee, J. (2021). Deaf and hard of hearing early intervention: Perceptions of family-centered practice. Journal of Early Intervention, 43(3), 221–234. https://doi.org/10.1177/1053815120962547
   Web of Science ®Google Scholar
• Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. In C. Willig & W. Stainton Rogers (Eds.), The SAGE handbook of qualitative research in psychology (pp. 17–37). SAGE.
   Google Scholar
• Young, A. (2002). Factors affecting communication choice in the first year of life–assessing and understanding an on-going experience. Deafness & Education International, 4(1), 2–11. https://doi.org/10.1179/146431502790560935
   Google Scholar
• Young, A., Carr, G., Hunt, R., McCracken, W., Skipp, A., & Tattersall, H. (2006). Informed choice and deaf children: Underpinning concepts and enduring challenges. Journal of Deaf Studies and Deaf Education, 11(3), 322–336. https://doi.org/10.1093/deafed/enj041
   PubMed Web of Science ®Google Scholar