Tracing deaf studies and deaf education: insights from JDSDE’s three decades

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Doğan M., Çolaklıoğlu O., Akkaya E., Kılıç M., Genç A.

JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, cilt.31, sa.3, ss.1-15, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 31 Sayı: 3
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1093/jdsade/enag048
  • Dergi Adı: JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
  • Derginin Tarandığı İndeksler: EBSCO Communication Source, Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Communication Source (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Scopus, Pharma Collection (ProQuest), Agricultural & Environmental Science Database, Social Sciences Citation Index (SSCI), CINAHL, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), EBSCO Education Source, MEDLINE, MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography
  • Sayfa Sayıları: ss.1-15
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Ondokuz Mayıs Üniversitesi Adresli: Evet

Özet

Journal analyses that capture trends, debates, and dilemmas offer valuable insight into the evolution of a field. Since 1996, the Journal of Deaf Studies and Deaf Education (JDSDE) has been a central journal in the field, demonstrating notable scholarly impact. This study aims to contribute to the understanding of Deaf Education and Deaf Studies by systematically examining 961 full articles published in JDSDE over 30 years from a critical perspective. Articles were analyzed with respect to research topics, methods, and collaboration patterns. Eighteen topics were identified within educational, developmental, linguistic, and cultural categories. Literacy, language development, cognitive and social–emotional development, early intervention, and Deaf identity/culture accounted for 67.7% of the topics. Quantitative research dominated (78.8%). Interdisciplinary collaboration was satisfactory (60%). Findings indicate opportunities for greater representation of cultural topics, inclusion, early intervention, Deaf people with disabilities, and qualitative, single-case, action, mixed-methods research, and international collaboration. Future systematic analysis of all scholarly journals is anticipated to offer a more comprehensive and integrated view of Deaf Studies and Deaf Education.