Tag: featured-2

Reading Fluency and DHH Readers

The issue All parents and teachers want their children and students to become fluent readers who understand what they read. So did the National Reading Panel (NRP, 2000). Yet two decades later, we still struggle with this concept. In fact, reading fluency is poorly understood and poorly researched among the Deaf and hard-of-hearing (DHH) population, and the amount of fluency research is only 16% of… Read more »

Social Justice in Teacher/Interpreter Education: A Necessary Component for Improving Deaf Education

What we know In 2017, the University of Tennessee- Knoxville’s Deaf Education teacher preparation program embarked on a journey to transition from a comprehensive deaf education program to a bilingual Deaf education program with a social justice focus. Professors and doctoral students worked together to undergo training, revise course objectives and activities, revise student assignment expectations, and embed social justice throughout the program. The impact… Read more »

What’s in a Question? A lot, actually.

The issue When carefully considered, the right kinds of questions can help to activate background knowledge, serve as a formative assessment tool, support critical thinking, help prompt students to make inferences, and support executive functioning skills. Given these benefits, studies have illuminated that in the general education setting, more than half of questions asked by teachers are classified as “lower-level” (remember, understand, apply) and only… Read more »

Content Reading: An Essential Skill for Advanced Print Literacy

The issue The current reading achievement statistics for deaf and hard of hearing (DHH) children indicates that over half of DHH high school graduates struggle to develop reading comprehension levels commensurate with those of a typical 4th grader. Coincidentally, there is a school of thought around the idea of the “fourth-grade slump” (when students begin reading to learn, shifting away from formal reading instruction, or… Read more »

The Importance of Deaf Role Models

The Issue We know that all children need role models. Role models are critical for children’s social-emotional development as well as development of a positive self-image. When children lack role models with whom they can identify, they are statistically more likely to have low self-esteem, to perceive themselves as having limited social and vocational options, and are even more likely to drop out of high… Read more »

Self-Determination and Friendships Among Students who are Deaf or Hard-of-Hearing

The issue Self-determination is the sense of being in control of one’s life; that you can set your own goals, and work to achieve them. Self-determination is an umbrella term that includes self-awareness, choice making, problem solving, self-advocacy, goal setting, and self-monitoring. Research shows that self-determination is important to develop in childhood because it is related to in-school and post-school success. Students with disabilities need… Read more »

Create Your Own Professional Development – Online and Just in Time

The issue Access to appropriate, adequate professional development (PD) specific to the needs of teaching deaf and hard-of-hearing (DHH) students is often difficult to find or expensive to acquire. Due to the low prevalence nature of the population, the perception is that there is not enough “bang for the buck.” When the districts do offer DHH-specific training, it is often delivered by the same person/people… Read more »

Stronger Together: Finding Community and Common-Unity in Deaf Education

The issue Since the 1880 Milan Conference, the field of deaf education has divided itself into camps (e.g., sign language versus spoken language, school for the deaf versus general education setting), creating an “us versus them” construct. As a result, we have created a field where some professionals often appear more loyal to their philosophy than to the needs of deaf and hard-of-hearing (DHH) children…. Read more »

Vocabulary-building Strategies for Home and School

The issue Vocabulary knowledge is an important underlying component of literacy. Children with strong expressive vocabularies can learn more words and more quickly understand words they decode once they enter school and begin learning how to read. A strong vocabulary provides children with language flexibility to express thoughts, feelings, and needs. In addition, vocabulary is the basis for learning higher order thinking skills, like inferencing… Read more »

Psychologists Working with Deaf Children and Young People

The issue Clinical psychologists use psychological theory to prevent psychological distress and promote psychological wellbeing, for example, using cognitive theory to understand how people’s thoughts influence how they feel and behave. This helps us understand the nature of potential distress and informs how we can support the person. Hypotheses and therapeutic models generated by these theories are tested in research often with participants who are… Read more »