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Developmentally Appropriate Practice for Early Childhood Deaf Education
Abstract
This chapter presents a comprehensive exploration of Developmentally Appropriate Practice (DAP) as it applies to early childhood Deaf education. The authors highlight the urgent need for early and consistent language access to prevent language deprivation and support cognitive, social-emotional, and academic development. Emphasis is placed on the integration of visual and auditory language strategies, family engagement, and the role of Teachers of the Deaf (TODs) in fostering language-rich environments. The chapter outlines evidence-based practices such as serve-and-return interactions, parent coaching, and bilingual-bimodal approaches to support Deaf children's holistic development. Connections are drawn between DAP guidelines, IDEA's special considerations for Deaf learners, and the critical importance of early intervention. This chapter provides practical strategies and guiding questions for educators and professionals seeking to implement DAP while honoring diverse family needs, communication modalities, and child development trajectories.
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