- Development of Signed Language Fluency
Research aimed at understanding the sensory, cognitive, affective,
linguistic, pedagogical, and socio-cultural processes by which
individuals acquire American Sign Language or other signed languages.
This priority applies both to individuals acquiring signed language in
childhood and to those who acquire or learn signed languages later in
life.
- Development of English Literacy
Research aimed at increasing understanding of the sensory,
cognitive, linguistic, and socio-cultural processes by which deaf and
hard of hearing individuals learn to read and write, plus the
relationship between literacy learning and the signed, printed, and
spoken languages used in the individual's home, school, community, and
cultural environments.
- Psycho-Social Development and Mental Health Needs
Research focusing on biological, neurological, psychological, and
sociological aspects of deaf and hard of hearing people's psychosocial
development and mental health throughout their life spans.
- Teaching, Learning and the Communication Environment
Research on how pedagogical practices and accessibility of
information affect learning for deaf and hard of hearing
students.
- School, Home, and Community Relationships
Research aimed at understanding home, school, and community
relationships, school readiness, family and community involvement,
and dynamics in homes and schools with deaf or hard of hearing
members.
- Transition through School and into Postsecondary Education and Work
Research aimed at understanding and identifying the transition
processes of deaf and hard of hearing students through school and
beyond into post-secondary education, work, and independent
living.
- History and Culture of Deaf People
Studies of Deaf peoples' history, cultures, creative productions,
and signed languages, including research into and preservation of the
contributions of visual and tactile ways of knowing and experiencing
the world. This priority highlights studies of the origins and
development of literature, the visual arts, and other creative,
political, and social contributions of deaf people around the
world.
- Linguistics of Signed Languages
Linguistic studies of signed languages, including phonological,
morphological, and syntactic phenomena as well as meaning
construction, discourse, and variation. This priority supports
cross-linguistic comparison among signed languages as well as research
on language contact and historical change.
- Interpretation and Translation
Research examining processes, practices, and pedagogy involved in
interpreting for hearing, hard of hearing, deaf, and deaf-blind
individuals in a broad range of settings. This priority relates to
situations involving Deaf and hearing interpreters working with signed
and spoken languages or other visual or tactile communication
systems. In addition, this priority concerns literary and other
translations involving signed languages.
- Studies that Inform Public Policies and Programs
Research essential for the development, administration, and
evaluation of public policies and programs affecting education, mental
health, communication access, medicine, employment, and other services
used by deaf and hard of hearing people throughout their lives.
- Technologies that Affect Deaf and Hard of Hearing
People
Studies of technology's impact on the lives of deaf and hard of
hearing people, including research on and development of technologies
and media aimed at enhancing communication.
- Assessment
Research related to the development, translation, validation and
practical application of appropriate tools, techniques, and models for
assessing a wide range of characteristics, skills and abilities of
deaf and hard of hearing people.
- Diverse Deaf and Hard of Hearing Populations
Research that examines multicultural awareness, knowledge and/or
skills as well as methods of social advocacy related to diverse deaf
and hard of hearing children, youth, adults, their families and their
communities. Diversity includes, but is not limited to differences of
race, ethnicity, gender, age, creed, disability, socioeconomic status,
sexual orientation, school experience, linguistic background, and
immigration experience.
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