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Effective Administrative Support for Early Childhood Deaf Education
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Author(s): Russell O. West (Rochester Institute of Technology, USA), Michele Berke (California School for the Deaf, Fremont, USA), Sarah J. Honigfeld (Gallaudet University, USA), Karen Hopkins (The Children's Center for Communication, USA & Beverly School for the Deaf, USA), Amy Gregurich Lindley (Maryland School for the Deaf, USA)and Scott Mohan (New Mexico School for the Deaf, USA)
Copyright: 2026
Pages: 50
Source title:
Early Childhood Deaf Education: Teacher Preparation and Instructional Approaches
Source Author(s)/Editor(s): Patrick Graham (Rochester Institute of Technology, USA)and Nena Raschelle Neild (Gallaudet University, USA)
DOI: 10.4018/979-8-3693-9127-3.ch005
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Abstract
The authors of this chapter make the case for equipping administrators in the field of early childhood deaf education with proven practices and approaches to support educators, students and families.This chapter examines the essential components of effective early childhood deaf education beyond the classroom; discusses best practices for family engagement in education; identifies strategies for community outreach; reports professional development opportunities and supports for early childhood deaf educators; describes means to strengthen assessment and evaluation; and provides tools for designing programs that support family access to deaf adults. Effective administrative support for early childhood deaf education is critical to the success of pre-service teachers, educators, providers, and families. While resources, knowledge, and skills instilled by administrators increase commitment and encourage a flourishing learning environment among educators and families of very young deaf and hard of hearing children, academic research and writings regarding these vital topics are sparse.
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