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Deafness & Education International Volume 23, 2021 - Issue 2
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Articles

Second verse, same as the first: On the use of signing systems in modern interventions for deaf and hard of hearing children in the USA

Jessica A. Scotta Department of Learning Sciences, Georgia State University, Atlanta, GeorgiaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6733-9725View further author information
ORCID Icon &
Jonathan Hennerb Department of Specialized Education Services, University of North Carolina at Greensboro, Greensboro, NC, USAView further author information
Pages 123-141 | Received 17 Oct 2019, Accepted 28 Jun 2020, Published online: 07 Jul 2020

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Read on this site (3)

Ruth Swanwick, Samantha Goodchild & Elisabetta Adami. (2022) Problematizing translanguaging as an inclusive pedagogical strategy in deaf education. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-17.
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Kristian Ali, Ben Braithwaite, Ian Dhanoolal & Kristin Snoddon. (2021) Sign language-medium education in the global South. Deafness & Education International 23:3, pages 169-178.
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G. Sue Kasun, Jessica Scott, A. Jyoti Kaneria & M. Garrett Delavan. (2021) North American coloniality and decoloniality: Transnational tensions in a Mexican deaf bilingual school. Bilingual Research Journal 44:1, pages 74-89.
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Articles from other publishers (2)

Kristen Secora & David Smith. (2021) The Benefit of the “And” for Considerations of Language Modality for Deaf and Hard-of-Hearing Children. Perspectives of the ASHA Special Interest Groups 6:2, pages 397-401.
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Matthew L. Hall & Stephanie De Anda. (2021) Measuring “Language Access Profiles” in Deaf and Hard-of-Hearing Children With the DHH Language Exposure Assessment Tool. Journal of Speech, Language, and Hearing Research 64:1, pages 134-158.
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