Teacher Reports of Secondary Writing Instruction with Deaf Students

Wolbers, Kimberly A.; Dostal, Hannah M.; Holcomb, Leala

doi:10.1177/1086296x231163124

Cited by 3 publications

(2 citation statements)

References 57 publications

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“…Many teachers did not spend enough time teaching writing, did not provide adequate opportunities for students to engage in writing, and did not teach writing strategies. Although deaf education teachers report adequate time for teaching writing, they express an underpreparedness with specialized language approaches (Wolbers et al, 2023) known to be effective in writing instruction with bi−/multi-lingual deaf students and those experiencing language deprivation (Wolbers et al, 2018).…”

Section: Knowledge Of Writing Instruction and Use Of Evidence-based P...mentioning

confidence: 99%

Writing knowledge, practices, efficacy, interests, attitudes, and beliefs of deaf education teachers: a randomized controlled trial

et al. 2023

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Writing teachers play an extraordinarily important role in their students’ writing development. Teachers’ motivational beliefs, such as attitudes toward writing, perceptions of their efficacy to teach writing, or preparation to use evidence-based instructional practices, impact their writing instruction, which directly affects the advancement of students’ writing skills. Deaf writers are a subpopulation of writers who may face discriminatory beliefs toward their writing development stemming from ableism, audism, or linguicism. Deaf education teachers may doubt their abilities to teach bilingual/multilingual students or teach deaf students experiencing language deprivation. The current study investigates whether deaf education teachers’ beliefs can be fostered through an intensive one-year professional development (PD) program designed specifically for deaf education teachers. In this randomized controlled trial, we examine the extent to which the participation of deaf education teachers in specialized PD and subsequent writing instruction implementation (n = 26) impacts their pedagogical content knowledge, use of evidence-based practices for teaching writing, interest, attitudes, efficacy in teaching writing, and epistemological beliefs about writing compared to teachers in a business as usual condition (n = 24). Pre-post regression analyses indicate statistically significant group differences (with the treatment group scoring higher) on all variables except attitude and some epistemological beliefs. We speculate that specialized, sustained PD paired with supported implementation of writing instruction and ongoing teacher reflection are contributing factors to changes in teachers’ motivational beliefs.

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Section: Knowledge Of Writing Instruction and Use Of Evidence-based P...mentioning

confidence: 99%

Writing knowledge, practices, efficacy, interests, attitudes, and beliefs of deaf education teachers: a randomized controlled trial

et al. 2023

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“…For the assessment of writing skills in disability education, it can be tested from several specific activities. Because the quality of instruction children get has a substantial influence on their writing skills, we may learn from what instructors describe their views and methods of teaching and learning writing (Wolbers et al, 2023). There are four areas of focus: (1) emerging writing developmental phases, (2) variations in writing throughout time, (3) emerging writing and translation characteristics, and (4) writing features peculiar to languagedeprived environments (Holcomb et al, 2023).…”

Section: Create An Instrument Bankmentioning

confidence: 99%

Deaf Disability Assessment Model

Safari¹

2023

akademika

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Purpose to find out the deaf disability assessment model. Method: the design of this study is qualitative research, namely library research (library research). The information gathered and analyzed comes entirely from literature and documentation, such as publications in books, research journals, and other related media. The data collection technique is a literature study, namely by searching for data related to the discussion in this study. Relevant data is collected through literature study, literature study, and internet search. The data analysis technique uses descriptive qualitative analysis techniques. Results: Assessment technic in disability education (formal and informal) are distinguished from diagnostic, test, and evaluation terms in general education. The aim is to see the condition of students their abilities, difficulties, and learning needs individually. Conclusion: the assessment model in deaf disability education is as follows. (1) Diagnosing barriers in students (physical: hard of hearing/deaf, intellectual, social, emotional, and/or sensory-neurological); (2) Classification, placement, and discovery of deaf disability education programs; (3) Determine the learning path for kids with hearing problems; (4) Determine the technique of implementing the assessment to be used (tests, interviews, observations, analysis of student work); (5) Developing grids and questions along with scoring guidelines; (6) analysis of instruments and results. Implementation: by using the appropriate assessment model, the teacher can easily trace the barriers to deaf students' difficulties individually and accurately.

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Writing instruction with grade-level/college-bound secondary deaf students

Wolbers,

Dostal,

Holcomb

et al. 2024

Journal of Deaf Studies and Deaf Education

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In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf students with diverse skill levels. The second cycle (n = 18) focused on writing instruction specific to grade-level or college-bound deaf students. We compared results from both cycles to investigate the similarities and differences in instructional practices and research needs between the two groups. We found that teachers are generally more prepared to instruct deaf students who are at grade level due to widely available curricula aligned with grade-level benchmarks. This contrasts with the challenges teachers face with creating or adapting materials for those who have experienced language deprivation. According to teachers, grade-level students receive 1.5 hr more weekly in writing instruction compared to the full sample. This study also indicates the importance of training teachers to teach skills in crafting arguments through writing, given its applicability to deaf students’ future academic and personal goals.

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Teacher Reports of Secondary Writing Instruction with Deaf Students

Cited by 3 publications

References 57 publications

Writing knowledge, practices, efficacy, interests, attitudes, and beliefs of deaf education teachers: a randomized controlled trial

Writing knowledge, practices, efficacy, interests, attitudes, and beliefs of deaf education teachers: a randomized controlled trial

Deaf Disability Assessment Model

Writing instruction with grade-level/college-bound secondary deaf students

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