Assoc Prof Jill Duncan

With recent data reporting approximately 40¿50% of Deaf or hard of hearing (DHH) individuals as having a diability, complex communication needs are not uncommon within this population and can present unique communicative challenges. Implementing augmentative and alternative communication (AAC) systems can provide this population with an effective means of communication, assist them in developing specific language skills, and support them in effectively accessing their social environment. The purpose of this scoping review was to (a) identify the facilitators and barriers to AAC provision for this group of individuals, (b) discuss observable trends throughout studies, and (c) highlight areas for further research in AAC for this group of learners. This review compiles the results from seven studies within the last 10 years and focuses on the facilitators and barriers when implementing AAC systems for DHH individuals with a disability (DWD) and complex communication needs. The facilitators and barriers are categorised as interpersonal, intervention and assessment related. The trends that were identified included (a) the overall success of AAC, (b) the prevalence of speech-generating devices (SGD) use, (c) the lack of communication within interdisciplinary teams, (d) the lack of DHH-specific research, and (e) the lack of standardised methods for AAC selection.

With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals' roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers' knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made.

The authors employed a scoping review to examine peer-reviewed journal articles published 2002¿2020 focusing on adolescents who are deaf or hard of hearing and their self-reported identities. d/Deaf identity theory was explored in light of recent advances in developed countries, e.g., universal newborn hearing screening, increased access to mainstream school placements, and rising rates of cochlear implantation. Key themes were explored, including deafness acculturation, competing and complementary identities, and flexibility and fluidity. The results demonstrated that the way adolescents perceive their identity is evolving, in what is often a flexible and fluid process dependent on the adolescents' context. Other identities, such as those relating to ethnicity and culture, were often seen as equal in importance to one's d/Deaf identity. These findings are contrasted with those of wider research on d/Deaf identity, and further research investigating adolescents' perceptions of themselves is recommended.

Objective: To report satisfaction with services for children with hearing loss in urban and rural Australia. Design: Mixed-method approach using surveys and semi-structured interviews. Setting: Australian organisations that serve children with hearing loss. Participants: One hundred parents of children with hearing loss and 91 professionals that serve children with hearing loss completed surveys. Seven parents and eight professionals were interviewed. Main outcome measures: Comparison of satisfaction with services in rural and urban areas. Results: Timing of initial hearing services was similar in rural and urban areas. Children with hearing loss in rural areas had less satisfaction with services than children in urban areas. Parents of children with hearing loss in rural areas had higher costs, mainly linked to travel, than parents in urban areas. Parents and professionals were concerned that advantaged parents received more services for their child than disadvantaged parents. Parents and professionals in urban and rural areas were satisfied with mainstream education, but less satisfied with education for children with hearing loss and additional disability. Professional satisfaction was lower in rural areas than urban areas. Conclusions: This small-scale study adds to research citing reduced services in rural areas. An exception is the newborn hearing screening program, with the limited data presented indicating the program is effectively overcoming the barrier of distance. However, children with hearing loss in rural areas have reduced access to ongoing services.

Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are DHH and adolescents with other disabilities to identify future research directions. Themes identified in the reviewed literature viewed through social capital theory included psychosocial outcomes; the importance of language; the benefit of online social networking sites; the role of the family; the role of the school; inclusion and identity; role models; and post-school transition. Results demonstrated that social capital is an area with much promise as it relates to buffering outcomes for adolescents who are DHH. More empirical evidence is required in the form of quantitative research using validated social capital instruments and qualitative research that gives a voice to adolescents who are DHH. The role of social capital in facilitating inclusion, identity, and friendships, were identified as possible future research directions.

In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provisionof educational services to students with disability in Australia. We contend that the shift ineducational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

Objectives: Children in rural areas have difficulty accessing the same services as their urban peers, which is a particular challenge in large countries such as the U.S. and Canada. Despite known problems providing services in rural areas, there is limited research investigating services for children with hearing loss living in rural areas. This scoping review examines the accessibility of services for children with hearing loss in rural U.S. and Canada. Methods: The search strategy included four databases and gray literature from 2008-2018. Eight government documents and 16 articles met the inclusion criteria and the main findings in the literature were themed. Results: Children with hearing loss, experienced difficulties accessing specialized services which influenced the timing of diagnosis of hearing loss, receiving hearing technology and accessing ongoing support. Families in rural areas also had access to less information about hearing loss than urban families. Managing funding and health insurance was also a challenge for families in rural areas. Conclusion: The limited research in this area indicates that children with hearing loss in rural areas can experience barriers when accessing the same services as their urban peers. Limited service provision can negatively influence outcomes for children with hearing loss. Alternate service delivery such as teleintervention and visiting specialists can improve service provision in rural areas. Comprehensive research of the experience of children with hearing loss across states, provinces and territories would guide improvements to services for children with hearing loss in rural areas of the U.S. and Canada.

This study sought to describe and classify the support activities provided by all itinerant teachers for students who are deaf or hard of hearing (DHH) in regular schools in the Australian Capital Territory (ACT), without exclusion. The itinerant teachers (n = 14) varied in terms of formal qualifications and experience and provided support to all DHH (n = 61) students in ACT schools, inclusive of students across all age/grade levels and those with additional disabilities. Analysis of teachers' responses to a detailed questionnaire provided frequency and time measures for 22 possible activities, which were simplified using factor analysis into 11 categories of activities. Categorization of the activities indicated that 91% of the support time was used for direct teaching, and that 73% of the direct teaching time was primarily focused on the development of skills in language, listening, and speech. The other 27% of the direct teaching time was used for explicit class programme support. As well as providing direct teaching, the itinerant teachers provided consultation services to school personnel and parents. The findings are discussed in relation to the previous literature describing the activities of itinerant teachers of DHH students.

The internet and social media have fast become an everyday aspect of adolescents' lives. Online participation may increase social capital and be particularly beneficial for individuals who are deaf or hard-of-hearing (DHH), as it provides an alternative method to communicate, interact with others and access information. However, reduced levels of literacy may be a barrier to participate and benefit from online activities. This pilot study aimed to assess the feasibility of using an online survey to measure the online social habits, social capital, and literacy in DHH adolescents; and explore the relationship between these variables. An online questionnaire encompassing measures of internet, social media usage, bonding and bridging social capital in online/offline settings, and literacy was completed by twenty-nine Australian DHH adolescents (aged 11-18). The results showed that an online survey method is feasible to collect data on online participation and social capital, but not reliable for literacy outcomes. The DHH adolescents reported very high use of the internet. A positive relationship was found between internet use and online bridging social capital suggesting that the internet assists DHH teenagers to expand worldviews and express their opinions. In contrast, no relationship was found with internet use and bonding social capital which indicates the internet still cannot be a substitute for face-toface interactions for social support. Due to the small sample size and unreliability of self-report literacy scores, we were unable to determine any association between social capital and literacy. However, this pilot informs and provides recommendations for future research examining the relationship between social media use, social capital, and literacy.

This chapter focuses explicitly on teaching behaviors that can be used by the teacher of the deaf1 to facilitate the auditory-based spoken language development of students in a signed communication education environment. It presents potential challenges the teacher of the deaf may face in this special learning context. What this chapter does not do is prescribe when auditory-based spoken language is to be used in this unique education environment. That is a matter for the family, school leaders, and the education team to decide. The reader is encouraged to see Mayer and Leigh (2010) for a review of pertinent issues regarding the changing context of sign bilingual education and the applicability of simultaneous production of signed and spoken codes. This chapter closes with a case study pertinent to the topic. In addition to the teaching behaviors presented here and as a matter of principle and regardless of communication methodology, teachers of the deaf are encouraged to use an integrated, developmental approach whereby the progression of cognitive and linguistic functioning is accomplished through social interaction. Attention is consistently placed on the development of communication through natural social discourse as well as activities within and outside of the formal learning context. The teacher is encouraged to maintain a process focus at all times so that "how the student is learning" as compared with "what the student is learning" is identified to the students and made explicit throughout all interactions (Duncan, Rhoades, & Fitzpatrick, in press). Ten core teaching behaviors presented in this chapter are excerpts from the work of Duncan, Kendrick, McGinnis, and Perigoe (2010). Many of the teaching behaviors were identified by Caleffe-Schenck (1983, 1992a, 1992b) and later refined by Perigoe (Auditory-Verbal International, 2004; Auditory-Verbal International, Certification Council, 2004; Auditory-Verbal International, Professional Education Committee, 1998-1999). All teaching behaviors can be identified in the work of Helen Beebe (1953, 1976, 1982), Beebe, Pearson, and Koch (1984), Doreen Pollack (1964, 1970, 1981, 1984), and Daniel Ling (1964, 1973, 1976, 1984, 1989, 2002). Due to the origin of the teaching behaviors presented, each is linked to the auditory-verbal methodology (see, for example, Duncan, 2006). In recent times, the term "auditory (re)habilitation" has been used by the author instead of auditoryverbal due to its inclusiveness of all children and students using auditory-based spoken language regardless of age, culture, and language preference (Duncan et al., 2010). For the purpose of this chapter, 10 key teaching behaviors have been chosen. Many more teaching behaviors can be applied to this pedagogical context; however, these 10 are fundamental to the facilitation of auditory-based spoken communication (Duncan et al., 2010). After the teacher of the deaf becomes confident employing these teaching behaviors, additional behaviors can be incorporated when appropriate. For children using hearing technology such as cochlear implants or hearing aids, upon enrollment in a class, teachers are expected to engage in a discussion with families regarding the anticipated use and purpose of the student's hearing technology. It is essential that the teacher understand the extent to which the student is expected to use audition in day-to-day communication. Following this family discussion, the teacher is encouraged to have an ongoing open discussion with the whole class and individual students regarding the use of hearing technology in the classroom. Students themselves need to be aware of who is and who is not using hearing technology. Among other things, this facilitates the development of empathy as the students without hearing technology endeavor to help maintain an appropriate acoustic environment. To this end, all class members understand the importance of hearing techn...

This study examines the conversation skills used by children with hearing loss and their chronological-age-matched hearing peers in an integrated setting. Data were collected from a naturalistic (integrated kindergarten context) as the children interacted with their peers, and a quasi-naturalistic setting (tutorial room context) as they interacted in dyads. A modified version of the Social Organization of Discourse Checklist/Conversational Skills (Beattie, 1990) was used to code both sets of data. Children with hearing loss were matched to their hearing peers based on chronological age. The Wilcoxon Signed-Rank Test, a nonparametric test that is used to test the null hypothesis that two populations are the same in terms of their ranks, was used to compare the results of the chronological age-matched pairs in each of the dyad and integrated kindergarten contexts. Analysis of the data documented that there were no significant differences in the majority of the conversational skills used by the children with hearing loss and the children with normal hearing.