Early Intervention Protocols: Proposing a Default Bimodal Bilingual Approach for Deaf Children.

Despite advances in hearing technology, a growing body of research, as well as early intervention protocols, deaf children largely fail to meet age-based language milestones. This gap in language acquisition points to the inconsistencies that exist between research and practice. Current research suggests that bimodal bilingual early interventions at deaf identification provide children language foundations that can lead to more effective outcomes. Recommendations that support implementing bimodal bilingualism at deaf identification include early intervention protocols, language foundations, and the development of appropriate bimodal bilingual environments. All recommendations serve as multifaceted tools in a deaf child's repertoire as language and modality preferences develop and solidify. This versatile approach allows for children to determine their own language and communication preferences.

The Odyssey of Deaf Epistemology: A Search for Meaning-Making.

Deaf epistemology made a crucial contribution to an understanding of a Deaf worldview, yet did not quite encompass the "D/deaf experience." It started the conversation but seemingly stalled. In an expansion on earlier studies of Deaf epistemology, the researchers considered the question "What does it mean to be D/deaf?" D/deaf participants submitted narratives that were analyzed for common themes via grounded theory research methodology. Six open codes were identified: school, cultural capital, deficit/The Struggle, difference/empowerment, accessibility/technology, hearing technology. These themes were captured by two axial codes: journey and sense of belonging. The core category was determined to be situated homecoming, reflecting the apex of a long, frustrating journey. In a transition from a largely etic to an emic exploration of Deaf epistemology, new insights were developed about what it means to be D/deaf, as well as a new way of theorizing about Deaf epistemology.

Deaf/Hearing Research Partnerships.

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.