Teachers, paraprofessionals, and parents recognize the importance of providing deaf and hard of hearing children with full access to the languages around them. Without full access, reading and academic achievement remain far below intellectual capabilities. This article describes the Continuum of Reading Activities, which provides strategies that…

Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present…

Studies have shown the benefits of fingerspelling on literacy skills in school-age deaf and hard-of-hearing students. This study is an observation of 20 first- and second-grade classrooms. The classroom observations were coded for fingerspelling event frequency, type, length, and whether it was chained to print. The observations showed that…

When a deaf or hard-of-hearing child enters a classroom with an interpreter, the goal, and sometimes the assumption, is that they will be granted full access to the classroom experience. This study focuses on the clarity and completeness with which critical elements of classroom discourse are conveyed through the interpretations of 40 educational…

For newly arrived students who are d/Deaf and hard-of-hearing (DHH), language acquisition is particularly complex. The spectrum of initial language situations ranges from no first language to multilingual acquisition contexts. In Germany, there are currently no studies that focus on the education of these learners. This prompted an interview study…

Like language teachers everywhere, Deaf teachers of New Zealand Sign Language (NZSL) had to suddenly move classes online when COVID-19 restrictions were implemented from March 2020. NZSL is conventionally taught through a direct immersion, communicative approach, so adapting instruction to a remote mode required NZSL teachers to develop new…

This study aimed to identify the professional structure required by teachers working in primary schools for deaf students in Japan. Ten university teachers training in education for deaf students at Japanese universities participated in semi-structured interviews. Data were analysed using the KJ method of qualitative analysis based on similarity,…

Sign language is a unique language that relies heavily on visual communication, body language, and lip movements, and is often supplemented with voice. For individuals with special needs, such as deaf students in schools for the deaf, learning this language is essential. However, to effectively teach sign language, teachers require specialized…

Since students' writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a…

Since students' writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a…

American Sign Language (ASL) courses in U.S. higher education often inadequately incorporate multicultural content, with many educators lacking knowledge of multiculturalism and relevant cultural resources. The purpose of this study was the exploration of ASL educators' perspectives on the incorporation of multicultural content in ASL classrooms…

Teacher preparation programs in Deaf education should be addressing writing instruction methodologies with teacher candidates; however, these new Deaf education teachers often say that they feel ill- or under-prepared to teach writing skills to their Deaf and hard of hearing students. These relatively new teachers may have received some training…

Some older deaf students encounter challenges with print literacy, which can result from experiencing language deprivation and communication neglect. This article describes the authors' evidence-based framework that provides tailored language support--Strategic and Interactive Writing Instruction (SIWI)--and how it can counter language deprivation…

Writing often begins during the early years of childhood. Teachers' beliefs about early writing development can influence children's process in learning to write. The purpose of this exploratory study was to examine deaf education teachers' beliefs and practices regarding the process of development of Deaf children's emergent writing. An online…

In Chile, education of deaf students historically revealed a position of subordination with respect to the hearing population, oppressive dynamics, and reparatory inclusion mechanisms. Therefore, the following questions are to be answered from the individual experiences of deaf adults: What situations experienced at school represent areas of…