Deaf individuals typically are seen through the lens of the dominant hearing society's perception, i.e., that being deaf is an impairment. Today, a small but growing number of Deaf and hearing researchers are challenging this perception. The authors examined perceptions of what components are necessary for a successful Deaf/hearing research partnership, and propose that it is essential for Deaf and hearing researchers to embrace a Deaf epistemology. The authors found that a core category of equity is the key to effective teams. This equity is based in part on the mutual understanding that American Sign Language is the lingua franca of the team, as it provides full and easy access between Deaf and hearing team members. Additionally, a transformative paradigm, as a research frame, was found to be necessary to focus on leveling the playing field for Deaf researchers.
Research regarding Deaf and hard of hearing individuals and their sexual satisfaction is almost nonexistent. Available research focuses on negative sexual behaviors and misinformation, as opposed to sexual satisfaction and well-being. Researchers used a model of generativity-what Erikson describes as success-a feeling of accomplishment, to explore positive aspects of Deaf sexuality. Someone experiencing generativity contributes to society in a meaningful and collaborative manner (Hamachek, 1990). The current study explored Deaf women, their generativity, and their sexuality. Five Deaf women were administered the revised Sexual Satisfaction Scale for Women (SSS-W) and discussed their sexual satisfaction in a semi-structured interview. Not only did participants display resiliency and generativity, but also they shared unique and positive aspects to Deaf sexuality.
The goal of the current project was to investigate the characteristics of a cohort of school administrators whose schools participated in the Early Education Longitudinal Study (EELS) conducted by the National Science Foundation's Science of Learning Center on Visual Language and Visual Learning (VL2) at Gallaudet University. In the study, which was an outgrowth of the previous Annual Survey of Deaf and Hard of Hearing Children and Youth conducted at Gallaudet University from 1968 to 2004, school administrators (n = 48) were asked to describe the features of their early education programs for deaf children and to characterize the student populations they served. Descriptive statistics were calculated to report the results. The administrators surveyed reported that most of the children served were delayed in their language development, many of whom were extremely delayed and in need of language remediation. The data challenge the field of deaf education, especially early childhood education, in investigating the evidence-based practice that will help develop deaf and hard of hearing children to achieve their full learning potential.
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