Have Competencies Needed by Teachers of the Hearing Impaired Changed in 25 Years?

1983 ◽  
Vol 50 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Paula L. Scott
Keyword(s):  
Deaf Education ◽  
Hearing Impaired ◽  
Day School ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
The Past ◽  
Teaching Situation ◽  
School Programs ◽  
Total Communication ◽  
Actual Teaching

The field of deaf education has changed a great deal in the past 25 years with the proliferation of day school programs as well as the acceptance of the use of Total Communication in a majority of these programs. The results of the study presented here indicate that both teachers and administrators in programs for hearing impaired students believe that the competencies needed by teachers in these programs have changed during this time. Therefore, teacher preparation programs in the education of the hearing impaired should carefully examine their curricula in an effort to better meet the needs that their students will have once they are in an actual teaching situation.

Benefits of Total Communication as Perceived by Parents of Hearing-Impaired Children

1985 ◽  
Vol 16 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Arlene M. Matkin ◽  
Noel D. Matkin
Keyword(s):  
Hearing Aid ◽  
School Setting ◽  
Hearing Impaired ◽  
Day School ◽  
Parent Questionnaire ◽  
Hearing Aid Use ◽  
Total Communication ◽  
The Impact ◽  
Impaired Children ◽  
Hearing Impaired Children

Responses to a parent questionnaire served as the basis for assessing the impact of Total Communication (TC) upon social, emotional, and educational growth, as well as upon speeehreading, and speech and hearing aid use. This study was restricted to parents whose hearing-impaired children had initially been enrolled in an aural/oral program for a minimum of 2 years and then subsequently had been in a TC class in a day school setting for at least 2 years. Results indicate a significant correlation between parents' overall perception as to the benefits of TC and their perception of their children's educational and emotional growth. Further, most parents did not perceive the use of TC as adversely affecting speechreading, speech production, or hearing aid use.

Designing an Inclusive Culturally Competent Classroom for Immigrant Deaf Students in the United States

2021 ◽  
pp. 180-197
Author(s):  
Millicent Malinda Musyoka ◽  
Sulaiman O. Adeoye
Keyword(s):  
United States ◽  
Immigrant Students ◽  
Deaf Education ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Background Information ◽  
Future Research ◽  
Culturally Competent ◽  
Deaf Students ◽  
Preparation Programs

The population of the United States (U.S.) is changing rapidly across such categories as race, language, culture, and socioeconomics. This growing diversity extends to people who are Deaf and Hard of Hearing (D/HH). The change indicates an increase in the number of immigrant students who are both hearing and D/HH. Today teachers are expected to serve a diverse population of D/HH students, thereby necessitating culturally competent classrooms. However, and in most cases, when educators consider a culturally competent classroom, one cultural group omitted among students, in general, is that of D/HH students and worst D/HH immigrant students. One reason for the neglect of immigrant D/HH students in U.S. classrooms is that most teachers have limited knowledge, skills and resources in designing inclusive culturally competent classrooms that support immigrant D/HH students. This apparent neglect necessitates this chapter. This chapter provides teachers with information and guidelines they will need to create culturally competent and inclusive classrooms with a particular focus on D/HH immigrant students. The chapter begins with brief background information about D/HH immigrant students and a conceptual framework that provides a lens to issues discussed in the chapter. Next, the chapter discusses the process of designing culturally competent classrooms for D/HH immigrant students. The chapter concludes with recommendations for future research and implications for practice not only for deaf education teachers but also for mainstream education teachers, deaf education teacher preparation programs, and researchers—among other professionals who interact and work with D/HH immigrant students.

scholarly journals Building Professional Dispositions in Pre-Service Special Educators: Assessment and Instructional Tactics

2007 ◽  
Vol 4 (1) ◽  
pp. 33-45
Author(s):  
K. Stoddard ◽  
◽  
B. Braun ◽  
L. Dukes III ◽  
M. A. Koorland ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Special Educators ◽  
South Florida ◽  
Teacher Preparation Programs ◽  
Professional Behavior ◽  
Preparation Programs ◽  
The Past ◽  
Professional Dispositions ◽  
Teacher Trainees ◽  
Service Professional

Teacher preparation programs, in part due to national accreditation mandates, are beginning to examine assessment and instruction of teacher trainees’ professional behavior and dispositions more carefully than in the past. The faculty at University of South Florida St. Petersburg developed the Professional Behavior Assessment tool (PBA) for rating levels of competence within six professional behavior domains; punctuality, reaction to supervision, collaboration with colleagues, effort, enthusiasm, and ethical professionalism. Four pre-service teachers (PST) were taught the characteristics of the six domains employing written scenarios and rubrics of the PBA. Initially, the pre-service teachers held very different perceptions than faculty regarding behavior expected within each domain. After instruction the PST’s were able to use the PBA to rate scenarios similarly to faculty. Following training, PST’s reported better understanding regarding the level of expected professional behavior in the schools. As the semester progressed, faculty noted improvement in pre-service professional behavior in field settings.

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