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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

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Deaf Language Specialists: Delivering Language Therapy in Signed Languages.

Joanna Hoskin¹, Ros Herman¹, Bencie Woll²

¹Department of Language & Communication Division, City, University of London, London, UK.

Journal of Deaf Studies and Deaf Education

|December 12, 2022

Summary

This summary is machine-generated.

Deaf Language Specialists (DLS) face challenges due to limited training and resources when supporting children learning sign language. Their work, while similar to Speech and Language Therapists/Pathologists (SLPs), is complicated by the cultural context of deafness.

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Area of Science:

Linguistics
Audiology
Special Education

Background:

Deaf professionals, termed Deaf Language Specialists (DLS), are crucial for supporting children with sign language acquisition difficulties.
Existing literature inadequately documents the practices and challenges of DLS.

Purpose of the Study:

To explore and document the work of Deaf Language Specialists (DLS) with children learning sign language.
To compare DLS practices with those of Speech and Language Therapists/Pathologists (SLPs) working with hearing children.
To identify challenges and unique aspects of DLS work within the cultural context of deafness.

Main Methods:

Utilized questionnaires and focus groups with 23 DLS.
Employed deductive thematic analysis to compare DLS work with SLP practices.
Conducted inductive thematic analysis to identify emergent themes in DLS work.

Main Results:

DLS practices show similarities to SLPs working with hearing children.
Significant challenges identified include lack of training, information, and resources for DLS.
The cultural context of language and deafness presents unique complexities and demands for DLS.

Conclusions:

Findings highlight the need for enhanced training and resources to support DLS.
The study underscores the complex, culturally specific nature of sign language intervention.
Results inform clinical practice and future training initiatives for DLS to better serve deaf and hard-of-hearing children's language development.