College and University Requirements for Teachers of the Deaf at the Undergraduate Level: A Twenty-Year Comparison

Dolman, David

doi:10.1353/aad.0.0049

aad

2008

DOI: 10.1353/aad.0.0049

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College and University Requirements for Teachers of the Deaf at the Undergraduate Level: A Twenty-Year Comparison

David Dolman¹

Abstract: College and university requirements for undergraduate deaf education teacher preparation programs from 1986 and 2006 were compared. Thirty percent fewer undergraduate programs were in existence in 2006 than in 1986. Compared to programs in the 1986–1987 academic year, programs in 2006–2007 placed less emphasis on course work related to speech and hearing and more emphasis on the development of sign language skills. These findings are discussed in relation to the increasing probability that future employment fo… Show more

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Cited by 8 publications

References 11 publications

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Understanding STEM Instructors’ Experiences with and Perceptions of Deaf and Hard-of-Hearing Students: The First Step toward Increasing Access and Inclusivity

Long

Kowalske

2021

J. Chem. Educ.

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Individuals with differing abilities have long been underrepresented in STEM fields. A continued challenge to inclusion is appropriate access as well as accommodations and a general lack of universal design in university, classroom, and laboratory spaces. Instructors play a crucial role in the long-term retention and success of students with differing abilities, including students from the Deaf and Hard-of-Hearing (D/HH) community. Given their direct impact on D/HH students' ability to succeed and receive a postsecondary degree, the goal of this study was to capture the experiences of STEM instructors at one public midwestern university and their understanding of the resources available to them. Through an anonymous survey, we collected data on STEM instructors' experiences with and understanding of teaching and interacting with D/HH students. The findings of this study support the claim that instructors are not aware of the needs of D/HH students, have limited experience with the D/HH community, feel unsupported in meeting the needs of D/ HH students, and do not have or know how to access adequate resources to best support their D/HH students. The first steps to invoke change are assessing the situation, creating awareness, and educating others. The long-term goals of this work are to build confident communities of educated advocates in STEM academia who are equipped with the knowledge and resources to best support their D/HH students.

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Understanding STEM Instructors’ Experiences with and Perceptions of Deaf and Hard-of-Hearing Students: The First Step toward Increasing Access and Inclusivity

Long

Kowalske

2021

J. Chem. Educ.

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Teacher Coaching: Increasing Deaf Students’ Active Engagement Through Flexible Instructional Arrangements

Catalano

Weirick

Hasko

et al. 2021

The Journal of Deaf Studies and Deaf Education

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The study examined the effects of a coaching intervention on teachers’ ability to implement academically responsive instruction through flexible instructional arrangements in self-contained classrooms for students who are deaf and hard of hearing, as well as the impact of instructional arrangements on students’ academic engagement. Using a changing criterion design replicated across teachers, three-teacher participants with diverse backgrounds received differentiated coaching to implement flexible instructional arrangements. Results showed that coaching had an impact on all three teachers’ implementation of flexible instructional arrangements. Concomitantly, students increased their active engagement and decreased passive engagement when they spent less time in whole class and more time in small group and child-managed arrangements. Teachers maintained the use of flexible instructional arrangements and students continued to be more actively engaged than pre-intervention. Limitations and implications for practice and research are discussed.

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Job Satisfaction of Teachers of Students who are Deaf or Hard of Hearing

Luckner¹,

Dorn

2017

The Journal of Deaf Studies and Deaf Education

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The pressure that educators are experiencing to educate more students, with more challenges, to higher levels of learning than any time in the past is significantly changing their working conditions. The purpose of this study was to examine the perceptions of a national sample of teachers of students who are deaf or hard of hearing to ascertain their overall job satisfaction as well as to identify the specific factors that positively and negatively affect their ability to do their jobs well. In addition, responses of different subsets of teachers (e.g., itinerant, elementary, and secondary) were compared. Responses from 495 deaf educators are reported. Collectively, 89% of participants stated that they were satisfied to very satisfied with their overall job. Specific aspects of the job that respondents indicated that they were most satisfied or most dissatisfied with are presented and suggestions for addressing some of the identified challenges as well as recommendations for future research are provided.

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College and University Requirements for Teachers of the Deaf at the Undergraduate Level: A Twenty-Year Comparison

Cited by 8 publications

References 11 publications

Understanding STEM Instructors’ Experiences with and Perceptions of Deaf and Hard-of-Hearing Students: The First Step toward Increasing Access and Inclusivity

Understanding STEM Instructors’ Experiences with and Perceptions of Deaf and Hard-of-Hearing Students: The First Step toward Increasing Access and Inclusivity

Teacher Coaching: Increasing Deaf Students’ Active Engagement Through Flexible Instructional Arrangements

Job Satisfaction of Teachers of Students who are Deaf or Hard of Hearing

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