References

Anderson, D., & Reilly, J. (2002). The MacArthur Communicative Development Inventory: Normative data for American Sign Language. Journal of Deaf Studies and Deaf Education, 7(2), 83–106.

Bayley, R., Lucas, C., Hill, J., & McCaskill, C. (2019). The sociolinguistic ramifications of social injustice: The case of Black ASL. In R. Blake & I. Buchstaller (Eds.), The Routledge companion to the work of John R. Rickford (pp. 133–141). Routledge.

Burke, M. L. (2014). Ableism in the Deaf community and the field of Deaf studies: Through the eyes of a DeafDisabled person [Unpublished master’s thesis]. Gallaudet University.

Cannon, J. E., Guardino, C., & Gallimore, E. (2016). A new kind of heterogeneity: What we can learn from d/Deaf and hard of hearing multilingual learners. American Annals of the Deaf, 161(1), 8–16.

Caselli, N. K., Lieberman, A. M., & Pyers, J. E. (2020). The ASL-CDI 2.0: an updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American Sign Language. Behavior Research Methods, 52, 1–14.

Christensen, K. (Ed.). (2017). Educating Deaf students in a multicultural world. DawnSignPress.

College Student Educators International (ACPA) & Student Affairs Administrators in Higher Education (NASPA). (2016). ACPA/NASPA professional competencies rubrics.

Compton, S., & Compton, S. (2014). American Sign Language as a heritage language. In T. G. Wiley, J. K. Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 272–283). Routledge.

Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD). (2020, December 21). Letter to President-Elect Joseph Biden and Vice President-Elect Kamala Harris.

Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) & National Association for the Deaf (NAD). (2018, July 30). Letter to Johnny Collett, Assistant Secretary, Office of Special Education and Rehabilitative Services, US Department of Education.

Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (Eds.). (1995). Critical Race Theory: The key writings that formed the movement. The New Press.

De Meulder, M., Kusters, A., Moriarty, E., & Murray, J. J. (2019). Describe, don’t prescribe: The practice and politics of translanguaging in the context of deaf signers. Journal of Multilingual and Multicultural Development, 40(10), 892–906.

Denninger, M. (2017). Lesbian, gay, bisexual, and transgender deaf students: Invisible and underserved. In K. Christensen (Ed.), Educating Deaf students in a multicultural world (pp. 271–294). DawnSignPress.

Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for young children and ourselves (2nd ed.). The National Association for the Education of Young Children.

Dunn, L. M., & Anderson, G. B. (2019). Examining the intersectionality of Deaf identity, race/ethnicity, and diversity through a Black Deaf lens. In I. W. Leigh & C. A. O’Brien (Eds.), Deaf identities: Exploring new frontiers (pp. 279–304). Oxford University Press.

English, D., Rendina, H. J., & Parsons, J. T. (2018). The effects of intersecting stigma: A longitudinal examination of minority stress, mental health, and substance use among Black, Latino, and multiracial gay and bisexual men. Psychology of Violence, 8(6), 669.

Enns, C., Zimmer, K., Boudreault, P., Rabu, S., & Broszeit, C. (2013). American Sign Language Receptive Skills Test. Northern Signs Research.

Enns, C., Zimmer, K., Broszeit, C., & Rabu, S. (2019). American Sign Language Expressive Skills Test. Northern Signs Research.

Fleischer, F., Narr, R. F., & Garrow, W. (2020). Why deaf education matters: Including deaf students with disabilities. Odyssey: New Directions in Deaf Education, 21, 52–55.

French, M. (1999). Starting with assessment: A developmental approach to deaf children’s literacy. Pre-College National Mission Programs, Gallaudet University.

Gallaudet Research Institute. (2013). Regional and national summary report of data from the 2011-2012 annual survey of deaf and hard of hearing children and youth. Gallaudet University.

Gárate-Estes, M., Lawyer, G. L., & García-Fernández, C. (in press). The U.S. Latinx Deaf communities: Situating and envisioning the transformative potential of translanguaging. In M. T. Sánchez & O. García (Eds.), Transformative translanguaging espacios in bilingual education: U.S. Latinx bilingual children rompiendo fronteras. Multilingual Matters.

García, O. (2009). Bilingualism and translanguaging. In O. García (Ed.), Bilingual education in the 21st century: A global perspective (pp. 42–72). Oxford.

García, O., & Lin, A. M. (2017). Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (pp. 117–130). Springer.

García-Fernández, C. (2020). Intersectionality and autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx children are the future. Journal Committed to Social Change on Race and Ethnicity, 6(1), 41–67.

Gerner de Garcia, B., & Becker Karnopp, L. (Eds.). (2016). Change and promise: Bilingual deaf education and deaf culture in Latin America. Gallaudet University Press.

Glickman, N., & Hall, W. (2018). Language deprivation and deaf mental health. Routledge.

González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.

Gulati, S. (2018). Language deprivation syndrome. In N. Glickman &
W. Hall (Eds.), Language deprivation and deaf mental health (pp. 24–53). Routledge.

Hall, M. L., Hall, W. C., & Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), 367–395.

Hall, W. C., Levin, L. L., & Anderson, M. L. (2017). Language deprivation syndrome: A possible neurodevelopmental disorder with sociocultural origins. Social Psychiatry and Psychiatric Epidemiology, 52(6), 761–776.

Hoffmeister, R. J., Caldwell-Harris, C. L., Henner, J., Benedict, R., Fish, S., Rosenburg, P., & Novogrodsky, R. (2014). The American Sign Language Assessment Instrument (ASLAI): Progress report and preliminary findings [Working paper]. Center for the Study of Communication and the Deaf.

Holcomb, T. K. (2013). Introduction to American Deaf culture. Oxford University Press.

Hopper, M. (2011). Positioned as bystanders: Deaf students’ experiences and perceptions of informal learning phenomena [Unpublished doctoral dissertation]. University of Rochester.

Humphries, T. (2013). Schooling in American Sign Language: A paradigm shift from a deficit model to a bilingual model in deaf education. Berkeley Review of Education, 4(1), 7–33.

Isakson, S. K. (2018). The case for heritage ASL instruction for hearing heritage signers. Sign Language Studies, 18(3), 385–411.

Johnson, R. E., Liddell, S. K., & Erting, C. J. (1989). Unlocking the curriculum: Principles for achieving access in deaf education [Gallaudet Research Institute Working Paper 89-3]. Gallaudet University.

Kuntze, M., & Golos, D. (2021). Revisiting rethinking literacy. In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 99–112). Routledge.

Kurz, C. A., & Kurz, K. (in press). Infusing ASL in academic settings. In E. A. Winston & S. B. Fitzmaurice (Eds.), Advances in educational interpreting. Gallaudet University Press.

Kusters, A., Spotti, M., Swanwick, R., & Tapio, E. (2017). Beyond languages, beyond modalities: Transforming the study of semiotic repertoires. International Journal of Multilingualism, 14(3), 219–232.

Larsen, F. A., & Damen, S. (2014). Definitions of deafblindness and congenital deafblindness. Research in Developmental Disabilities, 35(10), 2568–2576.

Leigh, I. W., Andrews, J. F., Harris, R. L., & Ávila, T. G. (2020). Deaf culture: Exploring deaf communities in the United States. Plural Publishing.

Leigh, I. W., & O’Brien, C. A. (2019). Deaf identities: Exploring new frontiers. New York: Oxford University Press.

Luft, P. (n.d.). Addressing challenges to the pool of IDEA-qualified teachers of deaf and hard-of-hearing students. https://www.ceasd.org/wp-content/uploads/2020/03/Shortages.pdf

McCaskill, C., Lucas, C., Bayley, R., & Hill, J. (2011). The hidden treasure of Black ASL: Its history and structure. Gallaudet University Press.

McQuarrie, L., & Cundy, L. (2019). The American Sign Language Phonological Awareness Test (ASL-PAT). Sign2Read Literacy Initiatives.

Meeks, D. R. (2020). Dinner Table Syndrome: A phenomenological study of deaf individuals’ experiences with inaccessible communication. The Qualitative Report, 25(6), 1676–1694.

Musyoka, M. M., & Adeoye, S. O. (2020). Designing an inclusive culturally competent classroom for immigrant deaf students in the United States. In K. Sprott, J. R. O’Connor Jr., & C. Msengi (Eds.), Designing culturally competent programming for PK-20 classrooms (pp. 180–197). IGI Global.

Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the Mindful Self-Compassion program. Journal of Clinical Psychology, 69(1), 28–44.

Oliva, G. A., Lytle, L. R., Hopper, M., & Ostrove, J. M. (2016). From social periphery to social centrality: Building social capital for deaf and hard-of-hearing students in the 21st century. In M. Marschark, V. Lampropoulou, & E. K. Skordilis (Eds.), Diversity in deaf education (pp. 325–354). Oxford University Press.

Ortega, L. (2020). The study of heritage language development from a bilingualism and social justice perspective. Language Learning, 70, 15–53.

Pichler, D. C., Reynolds, W., & Palmer, J. L. (2019). Multilingualism in signing communities. In S. Montanari & S. Quay (Eds.), Multidisciplinary perspectives on multilingualism: The fundamentals (Vol. 19, pp. 175–204). Walter De Gruyter.

Roeser, R., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., . . . Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804.

Rosen, R. (2017). Isms, identities and intersectionality: Implications and integration. In K. Christensen (Ed.), Educating Deaf students in a multicultural world (pp. 57–93). DawnSignPress.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.

Shaw, R., & Thumann, M. (2012). Signed language academic papers. International Journal of Interpreter Education, 4(2), 76–88.

Simms, L., Baker, S., & Clark, M. D. (2013). The standardized Visual Communication and Sign Language Checklist for Signing Children. Sign Language Studies, 14(1), 101–124.

Simms, L., Rusher, M., Andrews, J. F., & Coryell, J. (2008). Apartheid in deaf education: Examining workforce diversity. American Annals of the Deaf, 153(4), 384–395.

Simms, L., & Thumann, H. (2007). In search of a new, linguistically and culturally sensitive paradigm in deaf education. American Annals of the Deaf, 152(3), 302–311.

Skyer, M. E. (2020). Invited article: The bright triad and five propositions: Toward a Vygotskian framework for deaf pedagogy and research. American Annals of the Deaf, 164(5), 577–591.

Slade, S., & Griffith, D. (2013). A whole child approach to student success. KEDI Journal of Educational Policy, 10(3), 21–35.

Swanwick, R. (2017). Translanguaging, learning and teaching in deaf education. International Journal of Multilingualism, 14(3), 233–249.

Valdés, G., Poza, L., & Brooks, M. D. (2015). Language acquisition in bilingual education. In W. E. Wright, S. Boun, & O. García (Eds.), The handbook of bilingual and multilingual education (pp. 56–74). Wiley.

Valli, C., & Lucas, C. (2000). Linguistics of American Sign Language: An introduction. Gallaudet University Press.

Wang, Q., & Andrews, J. F. (Eds.). (2020). Literacy and deaf education: Toward a global understanding. Gallaudet University Press.