Evidence-Based Practices in Deaf Education: A Call to Center Research and Evaluation on the Experiences of Deaf People

Cawthon, Stephanie W.; Garberoglio, Carrie Lou

doi:10.3102/0091732x20985070

Cited by 10 publications

(3 citation statements)

References 68 publications

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“…With culturally responsive education, schools can guide all students to celebrate the contributions of DHH and develop awareness of their communication needs. To design research on outcomes and effective practices using a culturally responsive approach, Cawthorn & Garberoglio [105] suggest that leading with a deaf-centered framework, which "...is not just inclusive of deaf perspectives but begins with them in mind," will strengthen the validity of findings and ability to apply them across a heterogeneous population within a variety of settings [105]. To meet the students of DHH students in mainstream settings, educators must strive to include the culture, knowledge, and experiences of deaf people.…”

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confidence: 99%

Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE

Silvestri

Hartman

2022

Education Sciences

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The movement towards inclusive public education for deaf and hard of hearing children (DHH) has steadily gathered momentum during the last fifty years. Both within the United States and abroad, inclusive public education has been facilitated through legislative action with varied results. Varied interpretation of inclusion policy, notably the “Least Restrictive Environment” (LRE) clause of the Individuals with Disabilities Education Act in the United States, an emphasis on assimilation, and a default preference for auditory-oral communication have often resulted in isolating and inaccessible experiences for DHH students in the mainstream. The purpose of this article is to review theory and research on effective practices in inclusion for DHH students. The research is summarized with respect to accessibility, social-emotional considerations, and language policy. It is often asserted that communication access and cultural identity are major factors that impact the successful inclusion of these students with bicultural identity related to greater wellbeing. Deaf schools may be the LRE placement option for some students and source of resource and support for DHH students and educators in all settings. The authors suggest that a shift towards a more inclusive experience in mainstream settings is emerging through the use of Universal Design for Learning (UDL), classroom technology, and culturally responsive education that integrates sign language and Deaf culture to foster bicultural identities. Strategies for effective inclusion include co-enrollment, deaf awareness programming, and consistent policy that equalizes the status of sign languages. Future research is recommended in effective practices in auditory and visual accommodations, integration of technology in K-12 classrooms, and the relation of policy to practice in inclusive education for DHH students.

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confidence: 99%

Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE

Silvestri

Hartman

2022

Education Sciences

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“…Another critical issue associated with EBP related to individuals from diverse backgrounds, like those who are DWD, is illuminated by Cawthon and Garberoglio [25]. These authors point out that the "evidence in evidence-based practices is not typically developed, validated, or reviewed within frameworks that are culturally responsive to diverse populations, including deaf students" (p. 346).…”

Section: Evidence-based Practicesmentioning

confidence: 99%

Deaf and Hard of Hearing Students with Disabilities: An Evolving Landscape

Bowen

Probst²

2023

Education Sciences

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The population of students who are d/Deaf or hard of hearing (d/Dhh) with a disability have unique educational needs. Various terms have been used to describe this population, including “deaf plus”, “deaf with additional disabilities”, and most recently, “deaf with disabilities (DWD)”. Currently, there is no agreement on the percentage of DWD students in PreK-21 settings but is considered to comprise at least 40–50%. An individual who is DWD has a hearing loss and one or more disabilities, including (but not limited to) visual impairment or blindness, autism spectrum disorder, intellectual or developmental disabilities, specific learning disabilities, health impairments, etc. The critical consideration is that the interaction between hearing loss and the disability(ies) is not simply additive but rather multiplicative, impacting communication, cognition, social development, and behavior. Furthermore, the presence of hearing loss may decrease accurate identification of other disabilities and vice versa. Although the incidence of students who are DWD is quite high, there is inadequate research as these students are often excluded from studies focused on children who are d/Dhh. This article explores what we currently know about DWD students, and the knowledge and skills needed by teachers in the 21st century to meet the needs of these students and their families.

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“…I delimited my initial focus by identifying visual pedagogic theories, tools, and methods (Easterbrooks and Stoner 2006;Rose 2012). These, I speculated, might resolve dilemmas in deaf education teaching and research, including a paucity of empirically-substantiated teaching methods and theories (Cawthon and Garberoglio 2017;Kusters et al 2017;Swanwick and Marschark 2010).…”

Section: Impetusmentioning

confidence: 99%

Multimodal Transduction and Translanguaging in Deaf Pedagogy

Skyer

2023

Languages

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Multimodal transduction is an interaction of teaching and learning. It traverses changes in epistemology and ontology through judgements about axiology. Using multimodal transduction (MT), students and teachers transcend languages and employ nonlanguage and quasi-language modes (e.g., drawing, color, line, math, infographics, and even sculptures). This study uses qualitative empirical data via grounded theory and case study designs to make theoretical claims about MT in a deaf higher-educational context. The data for this multi-year project were sourced through interviews, document analysis, observations, and stimulated recall with six university professors who are deaf. My analysis shows that these deaf faculty-members employ MT to convert inaccessible modes to become accessible for deaf learners. By changing modalities through MT, deaf faculty enhance comprehensibility and equity for deaf learners. This theoretical account of MT contends, extends, and clarifies aspects of translanguaging theory. As I argue, both operations transform power relations in the classroom by addressing ethics through deaf-centric aesthetics. In deaf education, MT is equally important for faculty in teaching and students’ learning. MT is widely and creatively used, owing to its flexibility and adaptivity. MT is useful for all deaf agents, regardless of additional disabilities, language competencies, or language deprivation. The MT process is inexplicit and undertheorized in the literature about deaf pedagogy and in translanguaging research. My study provides empirical support for theoretical claims about underlying mechanisms of translanguaging. One focus is to explore how MT and translanguaging (and similar theories) align or diverge. I argue that MT is a core mechanism that supports changes between all modes of discourse that enable information exchange, including but surpassing languages and translanguaging. In sum, MT is an interaction whereby deaf agents change the forms of knowledge; meanwhile, new realities and new power relations are manifested.

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Evidence-Based Practices in Deaf Education: A Call to Center Research and Evaluation on the Experiences of Deaf People

Cited by 10 publications

References 68 publications

Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE

Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE

Deaf and Hard of Hearing Students with Disabilities: An Evolving Landscape

Multimodal Transduction and Translanguaging in Deaf Pedagogy

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