{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,22]],"date-time":"2026-09-22T11:01:02Z","timestamp":1790074862185,"version":"4.0.1"},"reference-count":78,"publisher":"Oxford University Press (OUP)","issue":"4","license":[{"start":{"date-parts":[[2026,4,14]],"date-time":"2026-04-14T00:00:00Z","timestamp":1776124800000},"content-version":"vor","delay-in-days":3,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,9,18]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Speech-language therapy (SLT) within deaf education in Aotearoa New Zealand remains influenced by oralist traditions. M\u0101ori deaf individuals also face barriers to their culture and native language. This qualitative study explored deaf adults\u2019 experiences and perceptions of SLT, including how SLTs should best support deaf children. Focus groups and interviews were conducted with 11 deaf adults (aged 28\u201365) who had engaged with SLT. Data were generated in New Zealand Sign Language or English and analysed using reflexive thematic analysis. Ensuring deaf children thrive and flourish was the overarching theme, with three subthemes (1) Hearing differences create a unique experience (2) Consider the child\u2019s unique ecosystem and (3) The profession\u2019s responsibilities. Participants wanted culturally affirming collaborative SLT practice, including signed and spoken languages. 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