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Empowering Deaf Children Through Multilingual Education: Early Childhood Teacher Preparation and Early Language Access in Global Contexts
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Author(s): Debbie Golos (University of Minnesota, USA), Leala Holcomb (University of Tennessee at Knoxville, USA), Bernice A. Adekeye (Gallaudet University, USA), Petra Horn-Marsh (University of Kansas, USA), Brynn Kraning (University of MInnesota, USA), Autumn Moder (University of MInnesota, USA), Adele Ann Eberwein (Lamar University, USA), Malonje Phiri (Federation of Disability Organization, Malawi)and Theresa Christine dela De La Torre (La Salle-College of Saint Benilde, Philippines)
Copyright: 2026
Pages: 36
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.ch006
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Abstract
The purpose of this chapter is to describe the necessity and value of teacher preparation for early childhood education (ECE) that incorporates a multilingual framework and an anti-bias lens. This includes discussing the current state of early childhood teacher preparation for Deaf education in multiple countries including Malawi, Mexico, Nigeria, the Philippines, and the United States. This chapter perthe authors will will also share key content for teacher training, focusing on essential multilingual strategies tailored to the needs of Deaf children in ECE and provide recommendations for developing and implementing policies that promote the training and hiring of more Deaf teachers. Ultimately, the chapter aims to improve ECE teacher preparation for Deaf students on a global level.
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