Is the Window of Learning Only Cracked Open? Parents' Perspectives on Virtual Learning for Deaf and Hard of Hearing Students
Am Ann Deaf. 2023;168(3):17-28. doi: 10.1353/aad.2023.a917247.ABSTRACTDuring the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K-12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges ...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Andrea D Alford Jamie M Bencak Erich A Tucker Douglas C Williams Frances F Courson Beverly J Buchanan Ashley N Greene M Diane Clark Source Type: research
Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework Toward Deaf Education Reform: Perspectives From Teachers of the Deaf
Am Ann Deaf. 2023;168(1):102-127. doi: 10.1353/aad.2023.a904169.ABSTRACTIn U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's Fundamentals of Defectology (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current remedial special education model. We explore our experience as teachers of the deaf to analyze the current state of deaf education, synthesizing two core areas of Vygotskian research-sociocultural theory and deaf pedagogy-an...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie R Potier Heidi Givens Source Type: research
Reflections From the Pandemic: Lessons Learned
Am Ann Deaf. 2023;168(3):105-111. doi: 10.1353/aad.2023.a917253.ABSTRACTDuring the COVID-19 pandemic, many children experienced multiple challenges while transitioning from traditional to online schooling. Teachers, administrators, and parents were expected to work together to provide students an optimal educational experience through those turbulent times. This experience generated new insights into how to teach deaf and hard of hearing (DHH) students and assess their knowledge. New tools were invented and used during the pandemic, and though teachers and students are slowly returning to traditional learning environments,...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Blake Probert Raschelle Neild Patrick Graham Source Type: research
Deaf Education Teachers and Online Instruction: Ensuring Equity in Instructional Activities and Collaboration
Am Ann Deaf. 2023;168(3):55-70. doi: 10.1353/aad.2023.a917250.ABSTRACTThe changes brought about by the COVID-19 pandemic resulted in more virtual instruction in schools. Teachers experienced multiple new challenges while moving online. As Fleming (2020) notes, "Unlike developing a whole-class lesson plan online, special education teachers are now tasked with developing unique plans for every student that align with their IEPs [individualized education programs], as required by federal mandate" (p. 1). In the present article, we consider how to best incorporate active learning, engagement, and critical thinking into an onli...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Patrick Graham Raschelle Neild Kit Kenyon Source Type: research
Universal Design for Learning Supports Distance Learning for Deaf Students
Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.ABSTRACTWhen the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered a...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie Taylor Christina Yuknis Source Type: research
Is the Window of Learning Only Cracked Open? Parents' Perspectives on Virtual Learning for Deaf and Hard of Hearing Students
Am Ann Deaf. 2023;168(3):17-28. doi: 10.1353/aad.2023.a917247.ABSTRACTDuring the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K-12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges ...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Andrea D Alford Jamie M Bencak Erich A Tucker Douglas C Williams Frances F Courson Beverly J Buchanan Ashley N Greene M Diane Clark Source Type: research
Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework Toward Deaf Education Reform: Perspectives From Teachers of the Deaf
Am Ann Deaf. 2023;168(1):102-127. doi: 10.1353/aad.2023.a904169.ABSTRACTIn U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's Fundamentals of Defectology (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current remedial special education model. We explore our experience as teachers of the deaf to analyze the current state of deaf education, synthesizing two core areas of Vygotskian research-sociocultural theory and deaf pedagogy-an...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie R Potier Heidi Givens Source Type: research
Reflections From the Pandemic: Lessons Learned
Am Ann Deaf. 2023;168(3):105-111. doi: 10.1353/aad.2023.a917253.ABSTRACTDuring the COVID-19 pandemic, many children experienced multiple challenges while transitioning from traditional to online schooling. Teachers, administrators, and parents were expected to work together to provide students an optimal educational experience through those turbulent times. This experience generated new insights into how to teach deaf and hard of hearing (DHH) students and assess their knowledge. New tools were invented and used during the pandemic, and though teachers and students are slowly returning to traditional learning environments,...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Blake Probert Raschelle Neild Patrick Graham Source Type: research
Deaf Education Teachers and Online Instruction: Ensuring Equity in Instructional Activities and Collaboration
Am Ann Deaf. 2023;168(3):55-70. doi: 10.1353/aad.2023.a917250.ABSTRACTThe changes brought about by the COVID-19 pandemic resulted in more virtual instruction in schools. Teachers experienced multiple new challenges while moving online. As Fleming (2020) notes, "Unlike developing a whole-class lesson plan online, special education teachers are now tasked with developing unique plans for every student that align with their IEPs [individualized education programs], as required by federal mandate" (p. 1). In the present article, we consider how to best incorporate active learning, engagement, and critical thinking into an onli...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Patrick Graham Raschelle Neild Kit Kenyon Source Type: research
Universal Design for Learning Supports Distance Learning for Deaf Students
Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.ABSTRACTWhen the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered a...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie Taylor Christina Yuknis Source Type: research
Is the Window of Learning Only Cracked Open? Parents' Perspectives on Virtual Learning for Deaf and Hard of Hearing Students
Am Ann Deaf. 2023;168(3):17-28. doi: 10.1353/aad.2023.a917247.ABSTRACTDuring the COVID-19 pandemic, parents quickly assumed the role of teachers to support their children's learning at home. Deaf and hard of hearing (DHH) students often rely on additional accommodations to access their education. The authors investigated the perspectives of 40 parents of K-12 DHH students on the use of virtual learning during the pandemic. An electronic survey was distributed through Qualtrics to gain an understanding of the new learning environment of remote instruction. The participants' responses revealed that they felt that challenges ...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Andrea D Alford Jamie M Bencak Erich A Tucker Douglas C Williams Frances F Courson Beverly J Buchanan Ashley N Greene M Diane Clark Source Type: research
Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework Toward Deaf Education Reform: Perspectives From Teachers of the Deaf
Am Ann Deaf. 2023;168(1):102-127. doi: 10.1353/aad.2023.a904169.ABSTRACTIn U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's Fundamentals of Defectology (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current remedial special education model. We explore our experience as teachers of the deaf to analyze the current state of deaf education, synthesizing two core areas of Vygotskian research-sociocultural theory and deaf pedagogy-an...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie R Potier Heidi Givens Source Type: research
