The evidence base for educational interventions for deaf students has been, and continues to be, called into question due to a lack of “gold standard” research available to support it. Yet the paucity of research in deaf education is not only in the volume of research that meets rigorous standards but also in its lack of attention to and inclusion of a deaf-centered perspective on the inferences made about the strength of study findings in the field. This chapter uses a deaf-centered lens to examine what constitutes evidence, how it is gained, and how this information supports academic outcomes for this population. We include examples from the literature to examine implications for research personnel, study design, and accessible dissemination, with specific attention to both study sampling and measurement considerations. Considerations for deaf-centered research criteria include (a) integrating deaf researchers and epistemologies, (b) attending to the characteristics of deaf students, and (c) acknowledgment of root causes and systems factors. The recommendations in this chapter supplement the larger ongoing dialogue regarding the cultural responsiveness and representation of marginalized populations within the education research endeavor.

由于缺乏“黄金标准”研究来支持聋哑学生的教育干预措施的证据基础一直并将继续受到质疑。然而，聋人教育研究的匮乏不仅在于满足严格标准的研究量，还在于缺乏对聋人教育的重视以及对聋人观点的偏见。本章使用以聋人为中心的镜头来检查什么构成证据，如何获得证据以及这些信息如何支持该人群的学术成果。我们包括文献中的例子，以研究对研究人员，研究设计和无障碍传播的影响，并特别注意研究采样和测量注意事项。以聋人为中心的研究标准的考虑因素包括：（a）整合聋人研究者和认识论；（b）关注聋人学生的特征；（c）确认根本原因和系统因素。本章中的建议补充了在教育研究工作中有关文化响应能力和边缘化群体代表性的大型对话。