Abstract | PURPOSE: METHOD: We conducted 4 focus groups and one 1-on-1 interview with a total of 22 adults (7 Deaf, 15 hearing) who work at bilingual-bicultural (ASL-English) schools for the Deaf. Experiences of these educators and language professionals were analyzed qualitatively using a combination of grounded theory (Charmaz, 2001; Strauss & Corbin, 1998) and a modified van Kaam approach (Moustakas, 1994). RESULTS: Participants confirmed observations of children with suspected communication disorders and considered the prevalence, possible etiologies, and psychosocial aspects of such disorders in ASL. They reported frustration at the lack of diagnostic tools for reliable identification and intervention strategies to be used in educational settings. CONCLUSION: This work provides us with practitioner accounts proving that developmental communication disorders do exist in ASL. Future reports will describe primary data from signers with atypical language attributes.
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Authors | David Quinto-Pozos, Anjali J Forber-Pratt, Jenny L Singleton |
Journal | Language, speech, and hearing services in schools
(Lang Speech Hear Serv Sch)
Vol. 42
Issue 4
Pg. 423-43
(Oct 2011)
ISSN: 1558-9129 [Electronic] United States |
PMID | 21844402
(Publication Type: Journal Article, Research Support, Non-U.S. Gov't, Research Support, U.S. Gov't, Non-P.H.S.)
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Topics |
- Adolescent
- Adult
- Character
- Child
- Child, Preschool
- Communication Disorders
(diagnosis, rehabilitation)
- Comprehension
- Cues
- Deafness
(diagnosis, psychology, rehabilitation)
- Education, Special
- Facial Expression
- Female
- Focus Groups
- Humans
- Language Development Disorders
(diagnosis, psychology, rehabilitation)
- Male
- Nonverbal Communication
- Sign Language
- Social Environment
- Stuttering
(diagnosis, rehabilitation)
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