Claudine Storbeck
Biographic Data
| ID | 4609657 |
|---|---|
| NAME | Claudine Storbeck |
| GIVEN NAMES | Claudine |
| FAMILY NAME | Storbeck |
| SIGNATURE | STORBECK C |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0002-0050-0617 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Adaptation and pilot testing of the Early Learning Outcome Measure (Elom) (4&5) Years Assessment tool in South African Sign Language
Early Childhood Development is a key national priority in South Africa which has developed the Early Learning Outcome Measure (ELOM 4&5) specifically designed to measure the progress of 4- and 5-year-old children across 5 domains of early childhood development. This age-validated, population-standardised instrument has been shown to have measurement equivalence and lack of bias across South Africa’s 11 official spoken languages. In 2023, South Af…
Bilingual-bicultural deaf education in South Africa – three case studies of the modes of communication in English literature classrooms
Early Childhood Development Is Not Enough
The international recognition of the critical importance of the early childhood phase has been firmly established through decades of rigorous research, evidence-based practices, and undeniable evidence of the returns on investment made during this formative period. Consequently, early childhood development has emerged as a top priority on both national and international agendas. This momentum reached a pinnacle in 2015 with the unanimous adoption…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the seventh in a series of eight articles that comprise a special issue on family-centered early intervention for children who are deaf or hard of hearing and their families, or FCEI-DHH. This article, Structure Principles, is the third of three articles (preceded by Foundation Principles and Support Principles) that describe the 10 FCEI-DHH Principles. The Structure Principles include 4 Principles (Principle 7, Principle 8, Princ…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the essential Principles that guide FCEI for childre…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the first of eight articles in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH), or FCEI-DHH. In 2013, a diverse panel of experts published an international consensus statement on evidence-based Principles guiding FCEI-DHH. Those original Principles have been revised through a coproduction process involving multidisciplinary collaborators and an international consen…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the third in a series of eight articles that comprise this special issue on family-centered early intervention for children who are deaf or hard of hearing and their families (FCEI-DHH). It highlights the origins of FCEI-DHH in Western contexts and well-resourced locations and emphasizes the role of culture(s) in shaping FCEI-DHH. This article also cautions against the direct application of the 10 FCEI-DHH Principles presented in …
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Princip…
Disabilities in Early Childhood
Prior to the launch of the United Nations' Sustainable Development Goals (SDGs) in 2015, childhood disability was rarely considered an important subject in global health. The SDGs till 2030 now require that children under 5 years who are at risk of not benefitting from inclusive quality education are identified, monitored, and promptly supported. A new tool for identifying children who are not developmentally on track has been developed by UNICEF…
The world is full of magic things, patiently waiting for our senses to grow sharper’ (WB Yeats)
This article concerns deaf children and young people living in South Africa who are South African Sign Language users and who participated in an interdisciplinary research project using the medium of teaching film and photography with the goal of enhancing resilience. Specifically, this paper explores three questions that emerged from the deaf young people's experience and involvement with the project: (i) What is disclosed about deaf young peopl…
Development of Deaf Identity
This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural "dialogue model." This postmodern theoretical framework is used to examine the diversity of identities of dea…
A Hearing Father's Journey into the Deaf World
What do Teachers of the Deaf need to know about Sign Language Linguistics? An Insider's Perspective
Much have been written about Deaf Education and Sign Language, however little is known of the experiences and perceptions of teachers of the Deaf themselves, and the issues they perceive as crucial in Deaf education. This article presents the findings of a qualitative investigation into the perceptions and experiences of Deaf adults and teachers of the Deaf of Deaf education in South Africa. The majority of teachers of the Deaf in South Africa ar…
No prominent works on this page.
What do Teachers of the Deaf need to know about Sign Language Linguistics? An Insider's Perspective
Much have been written about Deaf Education and Sign Language, however little is known of the experiences and perceptions of teachers of the Deaf themselves, and the issues they perceive as crucial in Deaf education. This article presents the findings of a qualitative investigation into the perceptions and experiences of Deaf adults and teachers of the Deaf of Deaf education in South Africa. The majority of teachers of the Deaf in South Africa ar…
A Hearing Father's Journey into the Deaf World
Development of Deaf Identity
This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural "dialogue model." This postmodern theoretical framework is used to examine the diversity of identities of dea…
The world is full of magic things, patiently waiting for our senses to grow sharper’ (WB Yeats)
This article concerns deaf children and young people living in South Africa who are South African Sign Language users and who participated in an interdisciplinary research project using the medium of teaching film and photography with the goal of enhancing resilience. Specifically, this paper explores three questions that emerged from the deaf young people's experience and involvement with the project: (i) What is disclosed about deaf young peopl…
Disabilities in Early Childhood
Prior to the launch of the United Nations' Sustainable Development Goals (SDGs) in 2015, childhood disability was rarely considered an important subject in global health. The SDGs till 2030 now require that children under 5 years who are at risk of not benefitting from inclusive quality education are identified, monitored, and promptly supported. A new tool for identifying children who are not developmentally on track has been developed by UNICEF…
Early Childhood Development Is Not Enough
The international recognition of the critical importance of the early childhood phase has been firmly established through decades of rigorous research, evidence-based practices, and undeniable evidence of the returns on investment made during this formative period. Consequently, early childhood development has emerged as a top priority on both national and international agendas. This momentum reached a pinnacle in 2015 with the unanimous adoption…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the seventh in a series of eight articles that comprise a special issue on family-centered early intervention for children who are deaf or hard of hearing and their families, or FCEI-DHH. This article, Structure Principles, is the third of three articles (preceded by Foundation Principles and Support Principles) that describe the 10 FCEI-DHH Principles. The Structure Principles include 4 Principles (Principle 7, Principle 8, Princ…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the essential Principles that guide FCEI for childre…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the first of eight articles in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH), or FCEI-DHH. In 2013, a diverse panel of experts published an international consensus statement on evidence-based Principles guiding FCEI-DHH. Those original Principles have been revised through a coproduction process involving multidisciplinary collaborators and an international consen…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the third in a series of eight articles that comprise this special issue on family-centered early intervention for children who are deaf or hard of hearing and their families (FCEI-DHH). It highlights the origins of FCEI-DHH in Western contexts and well-resourced locations and emphasizes the role of culture(s) in shaping FCEI-DHH. This article also cautions against the direct application of the 10 FCEI-DHH Principles presented in …
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Princip…
Adaptation and pilot testing of the Early Learning Outcome Measure (Elom) (4&5) Years Assessment tool in South African Sign Language
Early Childhood Development is a key national priority in South Africa which has developed the Early Learning Outcome Measure (ELOM 4&5) specifically designed to measure the progress of 4- and 5-year-old children across 5 domains of early childhood development. This age-validated, population-standardised instrument has been shown to have measurement equivalence and lack of bias across South Africa’s 11 official spoken languages. In 2023, South Af…
Bilingual-bicultural deaf education in South Africa – three case studies of the modes of communication in English literature classrooms
Psychology (12 works) · Hearing Impairment and Communication (9 works) · Developmental psychology (8 works) · Family and Disability Support Research (5 works) · Infant Development and Preterm Care (5 works) · Intervention (counseling) (5 works) · Linguistics (5 works) · Sign language (5 works) · Sociology (5 works) · Deaf education (4 works)