Office: 426 SOE Building
- Signed Language linguistics (e.g. ASL)
- Assessment of Signed Languages
- Assessment of Signing Deaf and Hard of Hearing Children
- Language and Cognition
- Research Methodologies with Deaf and Hard of Hearing Children
- Ed.D. Developmental Studies – Boston University
Dr. Henner’s work thus far has taken three strands: a) he examines how different factors impact the development of language and cognitive skills in deaf and hard of hearing children, b) he looks at how to best assess and measure the language skills of deaf and hard of hearing populations, and c) he examines the experiences that deaf academics have in academia and how scientists interact with deaf people.
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.
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