2020

Caselli, N., Hall, W., & Henner, J. (2020). American sign language interpreters in public

schools: An illusion of inclusion that perpetuates language deprivation. Maternal and Child Health Journal. DOI: 10.1007/s/10995-020-02975-7

Scott, J., & Henner, J. (2020). Second verse, same as the first: On the use of signing

systems in modern interventions for deaf and hard of hearing children in the US. Deafness & Education International. DOI: 10.1080/14643152.2020.1792071

2018

Henner, J, Novogrodsky, R., Caldwell-Harris, C., & Hoffmeister, R. (2018). The

development of American Sign Language based analogical reasoning skills in signing deaf children. Journal of Speech, Language, and Hearing Research, 62(1), 93-105. https://doi.org/10.1044/2018_JSLHR-L-18-0062

Robinson, O., & Henner, J. (2018). Authentic voices, authentic encounters: Cripping

the university through American Sign Language. Disability Studies Quarterly, 38(4), http://dx.doi.org/10.18061/dsq.v38i4.6111

Henner, J., Novogrodsky, R., Reis, J., & Hoffmeister, R. (2018). Recent issues in the

use of signed language assessments for diagnosis of language related disabilities in signing deaf and hard of hearing children. Journal of Deaf Studies and Deaf Education

2017

Robinson, O., & Henner, J. (2017). The Personal Is Political in The Deaf Mute Howls: Deaf Epistemology Seeks Disability Justice. Disability & Society, April, 1–21. doi:10.1080/09687599.2017.1313723.

Henner, J., Caldwell-Harris, C., Novogrodsky, R., & Hoffmeister, R. (2017).

American sign language syntax and analogical reasoning skills are influenced by early acquisition and age of entry to signing schools for the deaf. Frontiers in Psychology: Cognitive Science.

Novogrodsky, R., Henner, J., Caldwell-Harris, C, & Hoffmeister, R. (2017). The

development of sensitivity to grammatical violations in American Sign Language – native signers versus nonnative. Language Learning, doi: 10.1111/lang.12245