Veteran Teachers’ Use of Recommended Practices in Deaf Education

Abstract

Deaf Education teacher preparation programs face the likelihood that their graduates may not implement evidenced-based practices they were taught once they have graduated. The literature suggests that new teachers follow the school culture where they work rather than methods and strategies taught in their preparation programs. To investigate whether teachers of students who are deaf or hard of hearing (DHH) implement recommended practices, 23 teachers from three schools for the deaf were interviewed about their implementation and use of two recommended practices: independent reading and problem solving. The guiding questions were: Do teachers of students who are DHH use independent reading and problem solving after the enculturation process? If so, to what level? If not, can a review improve their level of use? Results demonstrated, at least regarding these two practices, that teachers of students who are DHH do implement evidence-based practices in their classrooms.

The Effectiveness of an Interactive Video-Based Program in Developing the Skills of Comparing and Ordering Numbers Among Individuals with Hearing Disabilities

“…Since the deaf rely more on their sense of sight in their lives more than on their other senses, due to the broad field of visual perception that makes them rely on visual information in communication and learning (Proksch & Bavelier, 2002). Many studies have emphasized the importance of developing visual skills in deaf and hard of hearing students at early stages, as they are the basis for learning sign language, which they rely on for communication and learning (Easterbrooks et al, 2008). One of the best educational methods and tools provided for them is video-based education, as it is a visual means that is characterized by its patience, individualization, and interaction (Al-Saraya, 2001).…”

Dialogic Practices in Using Podcasting and Blogging as Teaching Tools for Teachers Seeking Esol Certificate

“…It is clear that individuals adopt such innovations more or less extensively and employ technologies in varying ways. This is often referred to as "Levels of Use" or "LoU" (Easterbrooks, Stephenson, & Gale, 2008;Loucks, Newlove, & Hall, 1998).…”