The emergence of positive psychology as an approach to studying what makes life worth living has inspired a new wave of research. Studies have focused on the prevalence and degree of positive attributes, attitudes, and characteristics in the wider population. Increasingly, lessons learned from positive psychology have been applied to understanding…

Could targeted inclusion initiatives press Canada's professional theatre community to tap the vast reserve of disabled people disenfranchised by its current practices? In 2015/2016, several long-standing professional institutions dedicated to fostering Canadian theatre joined with Canadian disability theatre artists in order to mark and understand…

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…

Deaf-Latinx K-12 students are the largest group of racially minoritized students in the US, lagging far behind the complimentary proportion of Deaf-whites in obtaining degrees. Educational institutions have sustained and reproduced privilege and inequality patterns. This article explores how using Deaf-Latinx Critical Theory (Deaf-LatCrit) in…

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…

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…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

Deaf students with significant disabilities face unique challenges with state standards and grade-level expectations. Their teachers, too, face unique challenges. Material making, breaking concepts and tasks down into component parts, providing time and motivational opportunities for developing background knowledge and foundational skills, and…

After decades, the concept of "how to change the status quo of deaf education" continues to dazzle and frustrate us intellectually and academically. We want deaf and hard of hearing students to achieve academically and to thrive in the world as adults. Yet, too often, test scores and post-school outcomes remain unacceptably low. Our…

In this article I consider that attainment research is a knowledge-producing practice that co-creates the realities it studies. Studies aimed at monitoring pupils' educational progress tend to collect those data that are needed to develop research claims, thereby producing an expert catalogue of understanding that is variable and has limited…

While it is difficult to identify an exact number of children with hearing impairments, the General Accountability Office and IDEAData.org report that the incidence of children who are deaf or hard of hearing is small, representing about 1% of all identified students with disabilities (GAO, May 2011; IDEAData.org, 2009). Variability in the…

The ongoing debate on Deaf epistemologies reflects two major paradigms in deaf education: positivism and constructivism. The present article investigates Deaf epistemologies through a metaparadigm, which should blur the boundaries among different paradigms and connect the epistemological inquiry to instructional practice for d/Deaf students. The…

Deaf teachers around the world have folk models and beliefs that reflect their understanding of what deaf children need to learn in order to develop healthy identities as deaf people. In this research we report what teachers from England, the USA and Mexico have told us about using creative signing with deaf children. Themes emerging from our data…

Finding a job, learning to live independently, and obtaining further education are important goals for all young adults as they leave high school. But achieving these goals is often extremely difficult for students who are deaf-blind. Limited or absent hearing and vision, difficulties with communication, and the frequent presence of additional…

This hearing was held to examine education programs for individuals with deafness or other disabilities. The hearing sought testimony concerning implementation of federal policies to ensure a free appropriate public education to children with disabilities. Contained in this volume are transcripts of oral statements and copies of prepared…