Experiences of professionals in DHH education: challenging communicative monotony.
Çiğdem Uysal, Yunus Yılmaz
PMID 41984792WHAT IT FOUND
Experts in deaf education in Türkiye described spoken language as dominant, sign language as secondary, and TC as a flexible recommendation only.
They linked this to policy, teacher training, setting, family choices, and limited sign language access.
Key findings
01Spoken language was the most widely adopted communication approach, sign language was a secondary choice, and TC was mentioned relatively infrequently.
02Only three of the 11 participants reported knowing TSL, and three said they could use sign language actively.
03Participants named speech and language therapists as stakeholders, but collaboration was often described as remaining at the suggestion level.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The study included 11 deaf education teachers and academics in Türkiye, so it reflects their perceptions, not patient outcomes or SLP practice. Most participants worked in rehabilitation centers rather than deaf schools, so sign language needs may differ from settings where sign language is central. Only three participants knew TSL, so their accounts may understate sign language users' perspectives. The paper reports themes, not effects, so it cannot show that any communication approach works better. Participants were selected for teaching and academic experience, so newer teachers or clinicians without those roles are not represented. The authors also work in the field, which may influence interpretation, though they described bracketing and member checking.
The easy way to misread this
Do not read this as evidence that spoken language is better for DHH children. The study reports teachers' and academics' experiences, not patient outcomes, and it says no single communication approach can fit every child.