This document provides information to contextualize Positive Behavioral Interventions & Support (PBIS) in the classroom for deaf students to better address unique needs and create more effective learning environments. Guided by PBIS core features, "top ten" practices are identified to support and respond to students' social,…

Rosemary Gallegos is superintendent of the New Mexico School for the Deaf (NMSD). Her 30+ years of service to NMSD include teaching, instructional supervision, special education compliance, and cultivating NMSD's statewide Birth-3 and outreach programs. Gallegos's goal is to ensure all deaf and hard of hearing children in New Mexico have access to…

In this paper, I use an ecologies approach to present reflections on the history of disability and deaf theatre in Australia, in light of the distinctive local policy, industry, and production frameworks that have supported or failed to support its development in particular directions. After tracing and categorising developments in the field to…

In response to the need for deaf and hard of hearing students to facilitate literacy in American Sign Language (ASL) and to put as much focus on developing students' ASL skills as they usually do on developing their English skills, Melissa Herzig has created a curriculum entitled "Creating the Narrative Stories: The Development of the…

Data-driven instruction is simply good educational practice. In the deaf education certification program--which confers master's degrees in education at Valdosta State University, Georgia, through a variety of online options--the professors address this issue directly with graduate students, all of whom are teacher candidates. One of the ways they…

Access to instruction is key to students' success. Deaf and hard of hearing students who gain skills to become independent learners are better prepared to pursue higher-level education with confidence and to have independence in the work place environment (Anderson, 2014). As an itinerant educator, Victoria Bricker works with students' teachers…

According to the 2010 "Gallaudet Research Institute Annual Survey of Deaf and Hard of Hearing Children and Youth," districts reported that over 75% of students who are D/HH were educated within regular school facilities, and 67% of those students spent at least part of their day within a general education classroom (GRI, 2011).…

For the deaf or hard of hearing student in the mainstream--today's environment where all children are expected to learn more, produce more, and be assessed more--the high pressure coupled with low expectations can be overwhelming. Since many students with hearing loss have difficulty speaking and using English, administrators and mainstream…

Deaf and Hard of Hearing (DHH) adolescents and young adults with disabilities (DWD) are a highly diverse group who may also demonstrate a range of functional limitations. These present unique challenges to professional efforts to provide high-quality transition services. Despite these issues, a majority of this population has cognitive abilities…

In Part I, we underscore the issues surrounding young deaf and hard of hearing (DHH) learners of literacy in Taiwan who use sign to support their learning of Chinese literacy. We also described the linguistic features of Chinese writing and the visual codes used by DHH children. In Part II, we describe the reading and writing practices used with…

The field of K-12 deaf education today continues to be fractured by ideological camps. A newcomer to the field quickly learns that the controversies related to language, communication, and instructional approaches continue to rage after almost 200 years of contentious debate. Much attention is given to auditory and speech development as well as…

The authors present a positive outlook for deaf and hard of hearing children in meeting the high expectations set before them. Like all children, deaf and hard of hearing children thrive in environments that support and promote healthy ways of thinking. When individuals have healthy ways of thinking, they have what researchers call a "growth…

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality…

As a result of the implementation--and rigor--of the Common Core State Standards, many educators are looking for a different teaching approach to make content accessible to all students. Successful implementation of these standards for deaf and hard of hearing students can be achieved through what Christy Neria calls the "Five E's."…

This article discusses the experience of recent graduates' part of a study from the master's program at Gallaudet University. New teachers for deaf students with disabilities report they simply were not prepared for the low expectations communicated by school principals or the exclusionary practices faced in the school community. They…