Educators of students who are deafblind in the United States: A snapshot of their perceived needs for teacher preparation programs

2020 ◽  
pp. 026461962091527
Author(s):  
Silvia M Correa-Torres ◽  
Sandy K Bowen ◽  
Melody Furze
Keyword(s):  
United States ◽  
Vision Loss ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Professional Organizations ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Electronic Survey ◽  
Study Participants ◽  
The Impact

The needs of students who are deafblind are unique in that it is not simply the addition of vision loss and hearing loss but the impact of both together. Often times, professionals who work with students who are deafblind face challenges for which they may not be prepared. The purpose of this study was to identify priorities for university programs preparing educators of students who are deafblind in the United States. A total of 205 educators participated in this study. Participants were asked to complete an electronic survey to answer questions related to demographics, professional background, and to rank items related to educational practices and needs when teaching students who are deafblind, from highest to lowest priority. Participants were recruited through electronic announcements sent to major professional organizations in the fields of visual impairments, deafness, and deafblindness. The top three priorities identified by participants when working with students with deafblindness were the following: (a) understanding the unique needs of students, (b) teaching techniques effective with students who are deafblind, and (c) accessibility to resources. Recommendations for personnel preparation programs will be discussed.

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

scholarly journals Evaluating Applicant Perceptions of the Impact of Social Media on the 2020-2021 Residency Application Cycle Occurring During the COVID-19 Pandemic: Survey Study

10.2196/29486 ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. e29486
Author(s):  
Ariana Naaseh ◽  
Sean Thompson ◽  
Steven Tohmasi ◽  
Warren Wiechmann ◽  
Shannon Toohey ◽  
...  
Keyword(s):  
United States ◽  
Social Media ◽  
The United States ◽  
Survey Study ◽  
Future Application ◽  
Residency Programs ◽  
Electronic Survey ◽  
Applicant Perceptions ◽  
Residency Application ◽  
The Impact

Background Due to challenges related to the COVID-19 pandemic, residency programs in the United States conducted virtual interviews during the 2020-2021 application season. As a result, programs and applicants may have relied more heavily on social media–based communication and dissemination of information. Objective We sought to determine social media’s impact on residency applicants during an entirely virtual application cycle. Methods An anonymous electronic survey was distributed to 465 eligible 2021 Match applicants at 4 University of California Schools of Medicine in the United States. Results A total of 72 participants (15.5% of eligible respondents), applying to 16 specialties, responded. Of those who responded, 53% (n=38) reported following prospective residency accounts on social media, and 89% (n=34) of those respondents were positively or negatively influenced by these accounts. The top three digital methods by which applicants sought information about residency programs included the program website, digital conversations with residents and fellows of that program, and Instagram. Among respondents, 53% (n=38) attended virtual information sessions for prospective programs. A minority of applicants (n=19, 26%) adjusted the number of programs they applied to based on information found on social media, with most (n=14, 74%) increasing the number of programs to which they applied. Survey respondents ranked social media’s effectiveness in allowing applicants to learn about programs at 6.7 (SD 2.1) on a visual analogue scale from 1-10. Most applicants (n=61, 86%) felt that programs should use social media in future application cycles even if they are nonvirtual. Conclusions Social media appears to be an important tool for resident recruitment. Future studies should seek more information on its effect on later parts of the application cycle and the Match.

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.

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