Epilogue: Learners Who Are d/Deaf and Hard of Hearing with Southeast Asian Backgrounds

Autor/inn/en	Qiuying Wang; Joanna E. Cannon
Titel	Epilogue: Learners Who Are d/Deaf and Hard of Hearing with Southeast Asian Backgrounds
Quelle	In: American Annals of the Deaf, 168 (2024) 5, S. 347-348Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Forschungsbericht; Foreign Countries; Deafness; Language Acquisition; Literacy Education; Hearing Impairments; Immigrants; Students with Disabilities; Educational Environment; Elementary Secondary Education; Assistive Technology; Disadvantaged Environment; Geographic Location; Birth; Culturally Relevant Education; Asia; North America + Suchen Sie Ihr Suchwort? Ausland; Gehörlosigkeit; Taubstummheit; Sprachaneignung; Spracherwerb; Hearing impairment; Hörbehinderung; Immigrant; Immigrantin; Immigranten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geburt; Asien; Nordamerika
Abstract	This special issue expands our understanding of literacy and language development of individuals who are d/Deaf and hard of hearing (d/DHH), with a focus on those with a Southeast Asian background. These studies highlight the different research methodologies that can be utilized when researching a low-incidence population in a particular region (e.g., single case design, case study). With six manuscripts, this special issue provided a glimpse into research being conducted with learners who are d/DHH and multilingual in Southeast Asia and in the immigrant population within the United States and Canada. (ERIC).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/Journals/American-Annals-of-the-Deaf
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06