For most young people, social capital plays an important role in transitioning to postsecondary education and employment. For youth who are deaf or hard of hearing (DHH), social capital can mitigate negative effects of challenges they will likely encounter after high school. In phase 2 of a two-phase qualitative study in Australia, we investigated…

Social capital can positively influence students' postsecondary aspirations and their postschool transitions to higher education and employment. Educators, families, and young people themselves can play an active role in generating and developing adolescents' social capital. A targeted focus on developing robust social capital could play an…

Deciding on an educational setting for children who are deaf or hard of hearing (DHH) is a complex process that is not well understood. In the present study, the researchers' objective was to understand the factors caregivers consider when choosing a school for their child. Six caregivers of children who were DHH participated in semistructured…

The study explored the social capital of Australian adolescents who were deaf or hard of hearing (DHH) and their parents, and investigated the relationship between social capital and individual characteristics, language, literacy, and psychosocial outcomes. Sixteen adolescents (ages 11-14 years) and 24 parents enrolled in the Longitudinal Outcomes…

Children who are d/Deaf and hard of hearing (DHH) grow up in environments influenced by their parents' attitudes, which may facilitate or impede these children's development and participation (World Health Organization, 2007). The attitudes of 152 Australian parents of DHH children ages 3 years 7 months to 9 years 5 months (M = 6 years 5 months)…

Adopting a social constructionist framework, the authors conducted a synthetic discourse analysis to explore how people living in Australia with deafness construct their experience of deafness. An online forum facilitated access and communication between the lead author and 24 widely dispersed and linguistically diverse forum contributors. The…

In a mixed-methods study, which included surveys of 247 parents and 151 teachers, the researchers investigated the modes of communication used by children with cochlear implants and the role of signed communication in the children's lives. Findings indicated that 15%-20% of the children in the parent surveys and approximately 30% of the children…

Findings of a study that investigated parents' expectations and experiences of their children's outcomes with cochlear implants are presented. A survey completed by 247 parents whose children had received implants in eastern Australia compared parents' reports of their preimplant expectations with their experiences of postimplant outcomes on…

A sample of elementary school-and high school-age deaf students in special education programs in the Australian state of Queensland using Australasian Signed English (ASE) took the Test of Syntactic Abilities (Quigley, Steinkamp, Power, & Jones, 1978) and wrote a story in response to a wordless picture sequence. Several analyses of the…

The employment of deaf school leavers is considered by means of data from a recent study conducted in South Australia (Winn, 2005). Its findings are compared with those of three other Australian studies conducted over the past several decades (Australian Federation of Adult Deaf Societies, 1973; Deaf Society of New South Wales, 1998; Hyde, 1988).…

An online survey of German deaf people demonstrated that they use text communication through Short Message Service (SMS), e-mail, fax, and telephone typewriters (TTY) to communicate within communities of deaf and hearing people. SMS is used most, with more than 96% of respondents having access to a mobile phone. Most use is intrinsic and directed…

Most studies on the Stroop effect (unintentional automatic word processing) have been restricted to English speakers using vocal responses. Little is known about this effect with deaf signers. The study compared Stroop task responses among four different samples: deaf participants from a Japanese-language environment and from an English-language…

The provision of educational services to students who are deaf or hard of hearing in the compulsory school years in Australia has seen a shift from exclusive, isolated settings in the 1970s to an inclusive approach personalized to cater to the diversity of those students requiring educational support. Universities that undertake specific programs…

This paper examines hearing aid use by 60 congenitally deaf individuals who attended special education units in South Australia. The study indicates that only one-third to half of deaf adults wore their hearing aids in social situations for speech detection. Just over one-third (n = 22) of the deaf adults involved in this study wore their hearing…

Inclusion is a Term and process that is culturally, politically, medically, philosophically, and historically relative in its interpretations in the education of the deaf. The present study is a comparative analysis of two substantially different education systems for deaf students, those of Norway and Australia. The study objective was to…