Information for Educators working with Deaf children
Research at the National Technical Institute for the Deaf is shifting the way deaf students are being educated. Recent research suggests that even with qualified interpreters in the mainstreamed classroom, educators need to understand deaf children learn differently, are more visual, and often process information differently than their hearing peers.
For a child who is Deaf the decision on where a child will attend school can be a difficult decision to make. Parents have a continuum of options to chose from.
There are many histories of Deaf education. It depends on who is telling the story. The story we are telling is a basic history from historians, documentation, and family. It, however, is just a glimmer of the history which actually must have occurred. Most historians agree that the true beginning of teaching children who are Deaf began in the sixteenth century in Spain.
Recommended Articles for Educators
An overview of the 4 key components to a quality language program for deaf and hard of hearing children.
Schools for the Deaf can provide language-rich, high- quality educational and leadership opportunities where deaf and hard of hearing students and their families receive the services and support they like their hearing peers – are entitled to and so clearly deserve.
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This is the second in a series of monthly emails with information sharing the research finding at VL2 center, activities to support your child’s development, links to other resources, and more.
This special curriculum project, developed by a former Texas School for the Deaf High School teacher, includes five complete lessons with videos, ASL lectures, and activities.
This article presents an overview of six strategies families and service providers can use with Deaf and Hard of Hearing students who have autism at home and in the community.
This article provides an overview of the transition process for students who are deaf and have autism and offers tips for helping your child in the transition to adult life.
This article discusses strategies for working with children who are deaf and have autism using visual schedules.
This article provides an in-depth description and strategies for using Social Stories with children with autism.
Dr. Linda Twilling has written this article giving families strategies and ideas to turn “horrible” holidays into “great” holiday gatherings that children will remember for years.