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Deafness & Education International is a peer-reviewed journal published by Taylor & Francis, covering Hearing Impairment and Communication, Hearing Loss and Rehabilitation, Language, Discourse, Communication Strategies.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Deafness & Education International 12 (3): 45–58.
Formats any DOI in Deafness & Education International style. No sign-up. |
| Publishes research in | Hearing Impairment and Communication Hearing Loss and Rehabilitation Language, Discourse, Communication Strategies Inclusion and Disability in Education and Sport Family and Disability Support Research |
| ISSN | 1464-3154 |
| Citation impact (2-yr) | 1 |
| h-index | 38 |
| i10-index | 244 |
| Total citations | 7,166 |
| Top institutions publishing here | University of Manchester |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Decades of research have demonstrated that deaf children generally lag behind hearing peers in terms of academic achievement, and that lags in some areas may never be overcome fully. Hundreds of research and intervention studies have been aimed at improving the situation, but they have resulted in only limited progress. This paper examines cognitive functioning…
Arguments supporting the integration of deaf pupils in mainstream schools are often based on possible cognitive gains, but it has been suggested that integration should also be assessed in terms of its social consequences for pupils. If deaf pupils are rejected or feel isolated in mainstream schools, their education may ultimately suffer. We investigated the…
The literacy skills of deaf children generally lag behind those of their hearing peers. The mechanisms of reading in deaf individuals are only just beginning to be unraveled but it seems that native language skills play an important role. In this study 12 deaf pupils (six in grades 1–2 and six in grades 4–6) at…
Parents of 30 consecutively implanted children who were born deaf or deafened under the age of three years completed an open-format schedule under 17 headings used as prompts. Their responses took the form of free text scripts of unrestricted length, completed three years after implantation. Rigorous content analysis of the scripts using illuminative research methods…
Parents of 30 consecutively implanted children who were born deaf or deafened under the age of three years completed an open-format schedule under 17 headings used as prompts. Their responses took the form of free text scripts of unrestricted length, completed three years after implantation. Rigorous content analysis of the scripts using illuminative research methods…
