Writing Among Deaf Learners With Disabilities

Abstract

Deaf-disabled learners make up an increasing number of students enrolled in the K-12 classroom. However, there are few resources available to teachers that provide specific guidance as to how to support the unique needs of these populations. In addition, the teaching of writing skills is a less studied component of literacy, one that many learners regardless of deafness or disability find challenging. This chapter includes three main sections. First, the authors explore the research that is available on the writing of deaf learners with disabilities. Next, the authors make specific recommendations to teachers regarding creating a learning environment that will allow the writing of deaf learners with disabilities to flourish. These recommendations are enacted through a description of a classroom teacher who supports deaf students with disabilities as they engage with writing. Finally, the authors close with recommendations for future research.