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This publication aims to support the effort to create
transformative changes within Deaf education teacher training
programs in the United States and Canada. It is a critical time to
reexamine these programs and ensure the provision of the highest
quality education to prepare future teachers to meet the needs of
Deaf students in today's increasingly multilingual and multimodal
climate. Deaf education teacher preparation programs need to
understand the multiple and intersecting identities of their
students to be able to provide education that is equitable for all.
Programs that approach Deaf education through a multilingual lens
are in a better position to produce teachers who are knowledgeable
about the diverse language and cultural needs of Deaf students. The
guidelines set forth in this volume can be used to help develop new
undergraduate and graduate teacher training programs or to
transition an existing program. The key goals and anticipated
outcomes of this volume are: to increase the number of multilingual
Deaf education teacher preparation programs; to increase the number
of fluent language and cultural models for Deaf children in varying
educational environments; to increase the number of high quality
teachers with competencies in multilingual strategies; to increase
collaboration between teacher training programs; and to increase
research and professional development focused in multilingual
pedagogies.
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