Skills Needed for Teaching Hearing-Impaired Adolescents: The Perceptions of Teachers

Luckner, John L.

doi:10.1353/aad.2012.0440

Cited by 8 publications

(3 citation statements)

References 14 publications

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“…We recognise that very often the issue of teachers' signing skills is fundamental to the educational failure of deaf children (Luckner 1991). However, teachers who are not fluent signers still dominate the educational process (Simms and Thuman 2007).…”

Section: Sign Language (Auslan Level 2 and 3)mentioning

confidence: 97%

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

Furlonger

Sharma

Moore

et al. 2010

International Journal of Inclusive Education

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A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard-of-hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information is provided about the design and development of the programme, including the components that support a strong relationship between special and general educators. The paper details the philosophical and pedagogical underpinnings of the programme, planned outcome measures for the graduate teachers, and highlights the challenges in programme design and development. IntroductionThe purpose of this paper is to describe the rationale and process we used to develop an innovative postgraduate programme for training teachers of the deaf and hard of hearing in New South Wales (NSW). NSW is Australia's most populated state and contains 35,000 students identified as having a disability and requiring some form of support while at school. The design of the training course reflects a collaborative partnership between university academics with specialties in special education and state special educational administrators.We begin by providing some background information about one of the significant controversies we faced as programme developers. We follow this with details of the chief sources that influenced our thinking prior to designing the course, how the task was conceptualised, and the course structure itself, including a brief discussion on what we propose as reasonable methods by which to evaluate the impact of the course on our graduates. We conclude with a discussion of the challenges we predict we will face in the implementation of the course and the impact we expect this programme will have on the preparation of our trainees. This paper has a focus on the challenges involved in the design and development of the course. We plan to leave the evaluation of course outcomes to future papers. 290 B.E. Furlonger et al. BackgroundEarly in the programme design effort, academic faculty and state educational administrators agreed that much more could be done to better prepare teachers to effectively support the increasing number of deaf or hard-of-hearing students being educated within inclusive settings. Currently, when pre-service students undertake a four year undergraduate teaching degree in NSW there is a mandated requirement for them to complete at least one unit in special education in which the broad parameters of special education are covered. While students can undertake a major in special education at the undergraduate level most do not, so a need for postgraduate training in special education was recognised by NSW educational authorities. The need to increase the number of teachers skilled to work with regular class teachers who had deaf or hard-of-hearing children in their class was initiated by of NSW Department of Education and Training's (DET) concern that, previously, ...

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Section: Sign Language (Auslan Level 2 and 3)mentioning

confidence: 97%

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

Furlonger

Sharma

Moore

et al. 2010

International Journal of Inclusive Education

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show abstract

“…The issue of teachers' ASL skills is fundamental to the failure to educate deaf children (Luckner, 1991). Although the majority of deaf learners are visual language users, the curriculum used to teach deaf children strongly emphasizes the use of auditory and oral approaches to teaching.…”

Section: Poor Signing Skillsmentioning

confidence: 99%

In Search of a New, Linguistically and Culturally Sensitive Paradigm in Deaf Education

Simms¹,

Thumann²

2007

aad

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For more than a century, educators have recognized the low academic achievement of deaf children in America. Teacher training programs in deaf education historically have emphasized medical-pathological views of deaf people and deaf education rather than appropriate pedagogies that draw upon and build on deaf students' linguistic and cultural knowledge. A recent and growing interest in educating deaf children bilingually acknowledges the value of American Sign Language and English in the classroom. The authors address the dire need for prospective teachers and teacher educators to rethink their views of deaf people and, in doing so, rethink the teaching methodologies in deaf education.

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“…Even if a professional has some experience working with individuals who are DHH in the past, those experiences may not apply to the individual characteristics and circumstances of the broad range of clients he or she may serve during his or her career (Luckner, 1991(Luckner, , 1992Luckner & Carter, 2001). Professionals in the mental health field who served clients with disabilities, including those who were DHH, overwhelmingly reported professional experience to be a critical factor in successful outcomes (Leigh et al, 2004).…”

mentioning

confidence: 99%

Professional Preparedness and Perspectives on Transition for Individuals Who Are Deaf or Hard-of-Hearing

Cawthon

Garberoglio

Caemmerer

et al. 2014

Career Development and Transition for Exceptional Individuals

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This article presents results from a large-scale study of professionals who work with individuals who are deaf or hard-of-hearing (DHH). Participants were 1,345 professionals who work in a variety of roles, including educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers. Participants shared their perspectives on transition experiences for individuals who are DHH, as well as their own preparedness to support their clients through this process. Data come from a national survey, interviews, and focus groups. Results demonstrate that professionals’ years of experience was a significant predictor of multiple outcomes, even when controlling for characteristics of professionals and their clients. Discussion includes implications of these findings for practice and areas for future research.

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Skills Needed for Teaching Hearing-Impaired Adolescents: The Perceptions of Teachers

Cited by 8 publications

References 14 publications

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

In Search of a New, Linguistically and Culturally Sensitive Paradigm in Deaf Education

Professional Preparedness and Perspectives on Transition for Individuals Who Are Deaf or Hard-of-Hearing

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