Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains.
Studies have reported a higher level of unemployment among deaf and hard-of-hearing (DHH) adults compared to adults without hearing loss. However, little is known about factors explaining success in the labor market. This study presents the analysis of two data sets. The first was drawn from a survey of 804 DHH adults in Denmark. The second was a survey completed by 190 DHH adults with post-secondary qualification in the United States. In the Danish sample, among the spoken language users, higher ages, higher level of educational attainment, and no additional disabilities were associated with having a job. Among the sign language users, higher ages, higher level of educational attainment, earlier ages at hearing loss diagnosis, and not using cochlear implants were associated with having a job. In the US sample, male gender and better sign language skills were associated with having a job.
Most research concerning the reading abilities of deaf and hard-of-hearing (DHH) learners has focused on children during the elementary school years and, less frequently, the middle school years. Recent research in several domains, however, has indicated that variables associated with better achievement among young DHH children (e.g., early access to language through deaf parents or cochlear implants) lose much or all of their predictive power by the time the learners reach college age. This chapter reviews research concerning reading comprehension of DHH college students in terms of standardized achievement scores, academic performance, and response to intervention. Relevant empirical research is limited in some areas and absent in others, but a variety of findings are available with regard to DHH college students’ learning from text, associations of reading with achievement in high school and college outcomes, and alternative methods of assessing reading abilities among older DHH learners.
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