Inclusive Classrooms: Teaching Deaf Students
Cawthon, S. (2001):Teaching Strategies in Inclusive Classrooms With Deaf Students Stephanie W. Cawthon University of Wisconsin–Madison The purpose of this study was to investigate teacher speech and educational philosophies in inclusive classrooms with deaf and hearing students. Data were collected from language transcripts, classroom observations, and teacher interviews.
Deaf and proud
Irisa Daphne MacAulay & Kathleen Wood | TEDxNBU
Teaching deaf students in the inclusive classroom- Part 1 (Youtube video)
This video uses expert interviews and classroom footage to explore some of the conditions that lead to a deaf student's success in an inclusive setting.
Teaching deaf students in the inclusive classroom- Part 2 (Youtube video)
This video uses expert interviews and classroom footage to explore some of the conditions that lead to a deaf student's success in an inclusive setting.
Deafness, self-esteem, and the inclusive classroom Mary V. Compton, PhD
In this video Dr. Compton states that a deaf student surrounded by hearing peers in an inclusive classroom may experience feelings of isolation.
An Interpreted Education:
What You Need to Know.
Dr. Brenda Schick and Andrea Sonnier engage in a conversation about K-12 educational interpreting.
What Deaf Students Want In A Teacher.
This video was produced by the Florida School for the Deaf and the Blind to accompany the textbook, Exceptional Children: An Introduction to Special Education (11th ed.) by William L. Heward with Sheila Alber-Morgan and Moira Konrad. Copyright 2017 by Pearson Education.
Article: Domagała, E. and Kontra, E. (2016) English as a Foreign Language for Deaf and Hard-of-Hearing Persons. The author discusses the feelings of isolation experienced by those involved in teaching foreign languages to hearing impaired language learners, and by those who embark on investigating this process.
González, N. et all (2021, Chile) Exploratory Action Research: Teaching EFL Vocabulary to Deaf Students through the Use of Visual Aids
The present exploratory action research was developed as part of an undergraduate teaching program by two pre-service teachers who were working as volunteers in an EFL workshop for a group of five D/HH students enrolled in 5th Grade (age 10+) at a school in Concepción, Chile.