Tag: featured-1

Social Capital and Deaf Teenagers

The issue Opportunities for deaf and hard of hearing (DHH) teenagers in Western nations have improved over the past generation across various areas, including improved hearing technology, access to a wide variety of educational placements, and improved listening as well as language development. Despite this progress, DHH teenagers often have diminished outcomes in areas such as mental health and social communication compared to typically developing… Read more »

Coaching Teachers in Deaf Education Classrooms

The issue In the contexts of business and sports, coaching has long served as an effective method for improving skills and supporting change in the performance of groups and individuals. In these settings, coaches build upon the strengths of their clients or athletes while providing them with scaffolded guidance and mentorship through practical experiences in authentic situations. It is highly unlikely that an athlete or… Read more »

Working with Older, Deaf Refugee Students

The issue Hearing students with a first language who move to another country, such as the United States, from another country will need 6 months to 2 years to develop Basic Interpersonal Communication Skills (BICS – basic conversation skills) and at least 5 years to develop Cognitive Academic Language Proficiency Skills (CALPS – academic language).  Deaf and hard of hearing (DHH) students often need longer… Read more »

Academic American Sign Language

Image of a teenage girl and teacher signing in a classroom

The issue American Sign Language (ASL) is a minority language in a majority culture in the United States. A majority of deaf and hard of hearing (DHH) students who were born to hearing parents do not acquire ASL naturally at home, in the communities, or at school until after they graduate from high school. DHH students are primarily in continuous contact with a school community… Read more »

Pathways to Success After High School for Deaf Students

The Issue Deaf students are graduating from high school at record levels and pursuing college or training programs at rates comparable to their hearing peers. Laws such as the Americans with Disabilities Act and Section 504 of the Rehabilitation Act ensure that deaf students have rights to access a range of postsecondary options and receive accommodations that work for them. However, National Deaf Center analysis… Read more »

Academic Language: What Teachers of the Deaf and Hard-of-Hearing Need to Know

The issue By the early 2000s, every state in the United States had developed, adopted, and begun to assess student learning based on what became known as the Common Core State Standards. These standards address college- and career-readiness as well as what children should know and be able to do in grades K-12. The Common Core Standards require academic language development — knowledge of vocabulary,… Read more »

Educating Teachers through Social Media

The issue Often, teachers feel as though they are on an island, not knowing what their colleagues are doing in the neighboring classroom.  Educators attend state and national conferences learning research and theoretical practice; however, leave feeling unsure how to implement these strategies with their students. Parents and families express the need to see classroom activities and instruction to better understand what their child is… Read more »

Parental Decision-Making

The issue From the time any baby is born, parents start to make decisions that can have lifelong impact on their child. Parental child-rearing knowledge, experiences, and personal and cultural values and beliefs will influence these decisions—decisions that become more complex and stressful when a child is identified as deaf or hard of hearing (DHH). Hearing parents, in particular, do not have the lived experience… Read more »

Action Research in the Classroom with Deaf and Hard-of-Hearing Students

The issue Recent U.S. legislation, such as the Individuals with Disabilities Education Improvement Act (2004) and Every Student Succeeds Act (2015), calls for educators to use student performance data and evidence-based instructional strategies to guide individual instruction. Student performance data comes from language, literacy, and content area assessments. One way that educators can accomplish this mandate is through action research. Action research is a process… Read more »

Family-Centered Early Intervention for Deaf and Hard-of-Hearing Children (and Their Families!)

The Issue Since passage of the Walsh Act calling for universal newborn hearing screening, it has become clear that best practices in supporting children who are deaf/hard of hearing (DHH) have centered families in this process. Part C of the Individuals with Disabilities in Education Act (IDEA) is the federal legislation that guides early intervention (EI) programs to serve children birth through 36 months. Consensus… Read more »