- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
A high percentage of children and youth who are deaf or hard of hearing (DHH) currently receive much of their instruction in general education classrooms with support from itinerant teachers. With the widespread use of early newborn hearing screening and access to early intervention, increasing numbers of DHH children are expected to be educated in general education classrooms, integrated with their hearing peers. The purpose of this chapter is to review the academic and social status of DHH students in general education classrooms, examine the factors that contribute to their success, and develop a framework for the kinds of support that they need from itinerant teachers. A review of the academic status and progress of DHH students in general education classrooms reveals that they achieve at a higher level and make more academic progress than that reported for the general population of DHH students. However, they may not perform academically as well as hearing students. The data on social behavior are scarce and the results are mixed. Nevertheless, recent research indicates that these students are not lacking in social competence, and may be as liked as their hearing peers. Based on the research on factors contributing to the success of these DHH students, we describe a framework for the kinds of support that itinerant teachers should provide in the areas of communication and literacy, learning strategies, self-advocacy, classroom participation, and social skills.
Keywords: deaf and hard-of-hearing students, general education classrooms, public schools, academic progress, academic achievement, social behavior, social integration, itinerant teachers, support services
Shirin D. Antia is in the Department of Disability and Psychoeducational Studies at University of Arizona in Tucson, AZ.
Kathryn H. Kreimeyer, Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ
Susanne Reed Department of Disability and Psychoeducational Studies University of Arizona Tucson, AZ
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