Affiliation:
1. Kent State University, OH, USA
Abstract
Deaf education is characterized by several distinctive aspects, beginning with qualities unique to deaf and hard-of-hearing (DHH) children and their families. Consisting of approximately 1.2% of the special education K-12 population, educational and disability systems often struggle to meet the unique challenges that these children and their families present. The result is that services and practices may be atypical and unlike those found to be successful with other populations. Despite new technological and personnel accommodations, far greater numbers placed in general education classrooms, and access to the general education curriculum, these children remain unable to perform commensurate with their abilities or at levels equivalent to their peers either with or without disabilities. Achievement has improved little over four decades, further attesting to the complexity of successfully mitigating the effects of early childhood hearing loss and that educating DHH children is different.
Cited by
15 articles.
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1. Teaching a Teenager to Read;Cases on Teacher Preparation in Deaf Education;2023-07-24
2. Online Library for Deaf and Hard of Hearing Students;2022 International Conference on Advanced Learning Technologies (ICALT);2022-07
3. Identifying Well-Prepared Teachers of Deaf and Hard of Hearing Students: Federal Legislation Versus Inconsistent State Requirements;American Annals of the Deaf;2022
4. Wholistic Planning and Literacy Assessment for Bi/Multilingual and Bi/Multicultural DHH Students;Advances in Educational Technologies and Instructional Design;2022
5. Inclusion and Exclusion;Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society;2022