Meeting Consulting Needs in General Education Settings: Five Strategies for Itinerant Teachers of Deaf and Hard of Hearing Students

Autor/in	Dorn, Brittany
Titel	Meeting Consulting Needs in General Education Settings: Five Strategies for Itinerant Teachers of Deaf and Hard of Hearing Students
Quelle	In: Odyssey: New Directions in Deaf Education, 19 (2018), S.16-21 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-6751
Schlagwörter	Educational Strategies; Itinerant Teachers; Deafness; Hearing Impairments; Inclusion; General Education; Regular and Special Education Relationship; Goal Orientation; Student Educational Objectives; Academic Accommodations (Disabilities); Teacher Student Relationship; Measures (Individuals); Evidence Based Practice; Listening; Nonverbal Communication; Language Usage; Classroom Communication + Suchen Sie Ihr Suchwort? Lehrstrategie; Mobile Lehrerreserve; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Inklusion; Allgemein bildendes Schulwesen; Allgemeinbildung; Zielorientierung; Zielvorstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Messdaten; Hörvorgang; Zuhören; Non-verbal communication; Nonverbale Kommunikation; Sprachgebrauch; Klassengespräch
Abstract	Teachers of students who are deaf or hard of hearing find consultation increasingly part of the job due to the national trend toward inclusion. The push toward inclusion has been accelerated by implementation of universal newborn hearing screening and advances in technology that have included digital hearing aids, cochlear implants, and hearing assistive technology systems (Berndsen & Luckner, 2012). As a result, deaf and hard of hearing students are increasingly educated by general education teachers--and these teachers may lack knowledge of what it means to be deaf or hard of hearing. Very little research exists on consultation in deaf education, but other fields offer research and suggestions that may be applied to this area. These suggestions include: setting and focusing on shared goals, using objective measures--not emotion--to justify accommodations, listening, being careful with language, and emphasizing why--not just how--students need services and accommodations. This article offers five strategies that have been developed for fields such as business and psychology, but they may also be effective for teachers of deaf and hard of hearing students who find themselves working with general education teachers. (ERIC).
Anmerkungen	Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01