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Educating Deaf Learners in the 21st Century

Educating Deaf Learners in the 21st Century

What We Know and What We Need to Know

(p.617) 27 Educating Deaf Learners in the 21st Century
Educating Deaf Learners
Marc Marschark, Harry Knoors
Oxford University Press

This chapter examines the state of the art in deaf education, considers gaps and how to fill them, and suggests a near-term research agenda aimed at improving the related global evidence base. New “silver bullets” are proposed for improving academic outcomes for deaf learners at least once each decade. These most often relate to language and literacy, but deaf students continue to struggle with both as well as other areas of the curriculum, social-emotional functioning, and real-world problem-solving. Meanwhile, teachers face an increasingly diverse population of students and parents of deaf children confront complex decisions. Parents, teachers, and investigators are increasingly becoming aware that any one-size-fits-all approach to deaf education is ineffective for many if not most deaf learners. Instructional methods and materials must be tailored to match students’ strengths and needs, and the evidence must be organized with regard to what works for whom and in which settings.

Keywords:   deaf education, deaf children, deaf learners, literacy, problem-solving

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