Article

Effective Instruction for Deaf and Hard-of-Hearing Students:

Harry Knoors and Daan Hermans

in The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

Published in print June 2010 | ISBN: 9780195390032
Published online September 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195390032.013.0005

Series: Oxford Library of Psychology

 Effective Instruction for Deaf and Hard-of-Hearing Students:

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Answering the question of what constitutes qualitatively good instruction for deaf students entails an analysis of what actually defines quality of instruction in education in general; what, in addition, is needed for effective instruction for deaf students; and, finally, to what extent special and regular schools are able to provide quality instruction to deaf students. This chapter explores these issues: What emerges from this exploration is a picture that is, at best, fragmented. Under specific conditions, it seems possible for deaf students to learn as much as their hearing peers, at least in postsecondary education. Whether these conditions are met frequently and in different educational settings is simply unknown. What we do know is that regular and special schools face different challenges in educating deaf students. Teaching mixed-ability groups (with respect to communication, language, literacy, and cognition) certainly is a challenge to teachers in these settings, and this challenge deserves much more attention in teacher training and coaching, since adaptive instruction seems problematic both in regular and in special education. To increase our knowledge about effective instruction for deaf students in different settings and at different education levels, we need more research and more focused research. Preliminary efforts in this direction are discussed in this chapter.

Keywords: deaf-instruction; special education; mainstream education; mixed ability

Article.  11157 words. 

Subjects: Psychology ; Educational Psychology ; Developmental Psychology

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