Curriculum and Instruction for Deaf and Hard of Hearing Students: Evidence from the Past—Considerations for the Future

Abstract

Improving educational outcomes for d/Deaf and hard of hearing (d/Dhh) students has long been a focus of d/Dhh education. This article reviews historical efforts to improve outcomes through specialized curriculum and instruction and explores the instructional needs of current d/Dhh students in light of the field’s evolving landscape. Evidence for historical and current curricula developed specifically for d/Dhh students, particularly in the areas of language and literacy, is systematically reviewed. While many of these curricula were developed for use in specialized classrooms and schools for the deaf, most d/Dhh learners are now educated in mainstream settings using the spoken language(s) of their local communities. The instructional needs of this growing population of d/Dhh students, including the need for systematic, evidence-based instruction in reading, are discussed. Finally, the current and future roles of teachers of the deaf in facilitating effective instruction for d/Dhh learners are explored.

Early Childhood Development Is Not Enough: In Defense of Children with Developmental Delays and Disabilities and Their Right to Family-Centered Early Childhood Intervention (In the Global South)

“…(i) Commencement of intervention as close to birth as possible to leverage optimal brain plasticity during the early months and years of life; (ii) Adoption of a family-centered approach that is based on collaborative partnership with the family, recognizing them as the most important and consistent element in the infant's life; (iii) Recognition that early intervention is most effective when conducted in the natural environment (home) of the child and family, utilizing daily routines and activities as contexts for learning; (iv) Provision of unbiased information tailored to the family's goals, enabling them to make informed choices for their child's development; (v) Emphasis on communication and language at the core of the early intervention program, fostering trusting and responsive socio-emotional relationships within the family while laying foundations for the child's cognitive development [54].…”