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Youth with disabilities often encounter many challenges in securing employment. Although the common barriers that youth face are well documented, little is known about the experiences of youth who have multiple minoritized identities in finding and maintaining employment. Youth with disabilities who belong to racial minoritized groups may encounter ableism and racism and other forms of discrimination at work. Exploring the experiences of racial minoritized youth with non-apparent disabilities is important given the growing concern about social inequities that are linked to disadvantage and differential access to resources such as employment. We used a qualitative design involving semi-structured interviews with 19 youth (13 women, 3 non-binary, 3 men), aged 17–30 (mean 23.5 years). An inductive thematic analysis was applied to analyze the data. We identified the following themes: (1) challenges finding and maintaining employment; (2) the extent of safety and comfort with disclosing minoritized identities in the workplace (i.e., comfortable disclosing; uncomfortable disclosing; did not need to disclose and/or hiding identities); (3) workplace discrimination based on minoritized identities (i.e., ableism, racism, ableist racism, gendered ableism, racist and gendered ableism); (4) impact of discrimination (i.e., negative affective outcomes, social and work adjustment, impact on professional development) and coping strategies (i.e., advocacy, networking, peer support); and (5) advice for youth and employers. Our study highlights the extent of racism and ableism that racial minoritized youth with non-apparent disabilities experience in the workplace and the importance of rehabilitation clinicians supporting their inclusion.

The aim of this study was to investigate deaf and severely hard-of-hearing students' foreign language learning characteristics. In order to provide a better understanding of the challenges this group of learners face, a mixed methods study was designed including a questionnaire survey to provide generalizable results for this context and an interview study to get a deeper understanding of the issue from the insiders' perspective as well. Data was collected in three European countries with piloted and barrier-free instruments. In order to investigate their foreign language learning processes, deaf and severely hard-of-hearing students' motivation, beliefs, and strategies were measured and analyzed. The results indicate that deaf and severely hard-of-hearing students' foreign language learning experiences are fraught with challenges and setbacks despite their motivation and eagerness to learn foreign languages. To overcome these difficulties motivating and effective learning environments have to be created where the use of the national sign language contributes to the efficiency of teaching. Furthermore, teaching should include the presentation of effective learning strategies as well as the introduction of autonomous ways of learning. (Verlag, adapt.).

This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities.

The last 2 decades witnessed a growth in American Sign Language (ASL) as a foreign language in U.S. secondary schools. This overview of the current state of ASL as a foreign language in the schools consists of a history and a survey. The information on history was drawn from a study conducted by Rosen (2006). This history is followed by a national survey compiled by Rosen (2005) on U.S. secondary schools offering ASL for foreign language credit. The survey provided information on the number and distribution of schools, teachers, classes, students, departments, and the process for program implementation. The information is used to ascertain the current breadth and scope of, and to discern trends in, ASL as a foreign language in public high schools nationwide.

SHARE is an international survey designed to answer the societal challenges that face us due to rapid population ageing. How do we Europeans age? How will we do economically, socially and healthwise? How are these domains interrelated? The authors of this multidisciplinary book have taken a further big step towards answering these questions based on the recent SHARE data in order to support policies for an inclusive society.

The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article the authors concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in this research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, it can concluded that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated. (Verlag, adapt.).

The current paper refers to the particular phonetic and phonological substance of the Chinese language. The key topics include the acoustic features of tonal languages, speech sound and audio-perception, as well as some issues of acquisition of Chinese language skills and reception conditions. The difficulties in tonal phonemes identification in hearing-impaired native Chinese and non-tonal language users learning Chinese as a foreign language inspire the scientists to research the register of tones, acoustic features of tonal languages, the fundamental frequency (FO), tone contour and duration, and the speech signal - natural and subjected to filtration. (Verlag).

Based on the tangible relationship of strangeness seen in the lines of communication between a deaf and a hearing individual, in which full comprehension of the (gestural) linguistic metaphors used among the deaf is not always assimilated, and vice versa, we will from the beginning put emphasis on the differences and ruptures between the fields of representation and communication. We will thereupon approach deafness as a relationship by deconstructing the view of disability, i.e. by granting privilege to the differences yet underscoring the equality of intelligence (the wise hearing individual versus the profane deaf). It is from this standpoint (the recognition of difference) that so-called profane knowledge gains visibility and importance in the upward climb to the expertise acquired by the deaf. Nevertheless, it is fundamental to know how to coordinate this recognition with the conquests of redistributive social justice. Finally, we explore the central role of the (deaf) mediator in the construction of meaning and citizenship, especially when dealing with the isolated deaf, with the objective of underpinning situations of marginality that, perhaps unintentionally, are shaped by the social project.

\"The purpose of this study was to determine the predictive ability of vocational rehabilitation services for deaf and hard of hearing consumers who received college and university training. The RSA-911 database for fiscal year 2004 was analyzed to evaluate the effectiveness of 21 services in leading to competitive employment. A model predicting competitive employment included job search assistance, job placement, maintenance, rehabilitation technology, transportation, information and referral services, and other services. Results from the logistic regression analysis are discussed in relation to the implications to practitioners and educators.\" Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch. Die Untersuchung bezieht sich auf den Zeitraum 2004 bis 2004. (author's abstract, IAB-Doku).