Inside the front cover of this Deafness and Education International (D&EI) issue you will see our newly established Editorial Board with Executive Editors from five global regions: Africa, Americas North and South, Asia, Europe and the Middle East, and Oceania. For each region we now welcome Associate Review Editors chosen through a process supported by D&EI’s two professional associations the British Association of Teachers of the Deaf (BATOD) and the National Association of Australian Teachers of the Deaf (NAATD). In early 2020, we will seek additional Associate Review Editors to make up a full Board of five Executive Editors and five Associate Review Editors from each global region. Additionally, we are very pleased to welcome Joy Rosenberg as D&EI’s newly appointed Book Review Editor; if you would like to represent a global region as a book reviewer, please see the expression of interest in D&EI’s next issue. In this issue, we have articles or book reviews from all five global regions. Colourful Semantics is an example of an intervention often used with children who are deaf but so far scarcely evaluated. From Sri Lanka, Shyamani Hettiarachchi and Mahishi Ranaweera’s article explores its use in two deaf schools in an intervention implemented by class teachers. A team of researchers from Ottawa in Canada, Vivian Grandpierre and colleagues, investigate the views of audiologists and speech and language therapists working in early years health services in relation to their work with children who are deaf from minority community backgrounds. The article raises important issues; practitioners who are not culturally aware may make assumptions about these families or neglect to engage services such as interpreters. Daniel Fobi and Alexander Oppong introduce an overview of historical developments in deaf education in Ghana, looking at colonial and post-colonial influences on communication approaches and secondary exam results. Khalid Alasim and Peter Paul investigate the views of both teachers of deaf children and ordinary class teachers in Saudi Arabia towards the inclusion of students who are deaf, with findings suggesting neutrality towards inclusion, as at present most class teachers have little experience of teaching deaf children. Becoming skilled in a country’s sign language is perhaps the most noteworthy challenge facing hearing teachers of children who are deaf globally. Denise Powell, Anita Boon and John Luckner report on research evaluating the improving New Zealand Sign Language (NZSL) skills of teachers of children who are deaf in New Zealand. The individual coaching approach where teachers identify their own NZSL learning goals has much to offer other countries. Finally, we review a book about deaf education from Latin America. There is a vibrant deaf education research culture and are many pedagogical innovations in South America, particularly around bilingual education, although not often discussed in written English Journals. Linking up these global regions, we look forward to meeting many D&EI readers at the ICED2020 Congress in Brisbane, Australia, in July 2020. Our exhibit will be alongside NAATD, the organisation organising the Congress. Please come to talk to us about papers you have seen which inspire you, or research you are involved with which could become an article in D&EI. As Editors-in-Chief of Deafness & Education International

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国际化耳聋与教育国际

在本期 Deafness and Education International (D&EI) 的封面内，您将看到我们新成立的编辑委员会由来自五个全球地区的执行编辑组成：非洲、美洲南北、亚洲、欧洲和中东以及大洋洲。对于每个地区，我们现在欢迎通过 D&EI 的两个专业协会英国聋人教师协会 (BATOD) 和澳大利亚聋人教师协会 (NAATD) 支持的流程选出的副评审编辑。在 2020 年初，我们将寻求更多的副评论编辑，以组成一个由来自每个全球地区的五位执行编辑和五位副评论编辑组成的完整董事会。此外，我们很高兴欢迎 Joy Rosenberg 成为 D&EI 新任命的书评编辑；如果您想以书评人的身份代表全球地区，请参阅对 D&EI 下一期的兴趣表达。在本期中，我们提供了来自全球所有五个地区的文章或书评。多彩语义学是一种经常用于聋哑儿童但迄今为止很少被评估的干预的例子。来自斯里兰卡的 Shyamani Hettiarachchi 和 Mahishi Ranaweera 的文章探讨了它在两所聋人学校在课堂教师实施的干预中的使用。来自加拿大渥太华的一组研究人员 Vivian Grandpierre 及其同事调查了在早期健康服务中工作的听力学家以及言语和语言治疗师对他们与来自少数族裔社区背景的耳聋儿童的工作的看法。这篇文章提出了重要的问题；没有文化意识的从业者可能会对这些家庭做出假设或忽视使用口译等服务。Daniel Fobi 和 Alexander Oppong 概述了加纳聋人教育的历史发展，考察了殖民和后殖民对交流方法和中学考试成绩的影响。Khalid Alasim 和 Peter Paul 调查了沙特阿拉伯聋童教师和普通班级教师对包容聋学生的看法，调查结果表明对包容持中立态度，因为目前大多数班级教师几乎没有教授聋童的经验. 熟练掌握一个国家的手语可能是全球聋童听力教师面临的最显着挑战。丹尼斯·鲍威尔 Anita Boon 和 John Luckner 报告了评估新西兰聋童教师提高新西兰手语 (NZSL) 技能的研究。教师确定自己的 NZSL 学习目标的个人辅导方法对其他国家有很大帮助。最后，我们回顾了一本来自拉丁美洲的关于聋哑教育的书。南美洲有充满活力的聋人教育研究文化和许多教学创新，尤其是在双语教育方面，尽管在书面英语期刊中并不经常讨论。将这些全球区域联系起来，我们期待在 2020 年 7 月在澳大利亚布里斯班举行的 ICED2020 大会上与许多 D&EI 读者会面。我们的展览将与组织该大会的组织 NAATD 一起展出。请来和我们谈谈你看到的对你有启发的论文，或您参与的可能成为 D&EI 文章的研究。作为 Deafness & Education International 的主编