Mainstreamed Deaf/HH Students' Online Learning in K-12: Challenges, Opportunities, and Solutions

View Sample PDF

Author(s): Millicent Malinda Musyoka (Lamar University, USA)and Zanthia Yvette Smith (Lamar University, USA)
Copyright: 2021
Pages: 21
Source title: Curriculum Development and Online Instruction for the 21st Century
Source Author(s)/Editor(s): Tamara Phillips Fudge (Purdue University Global, USA)and Susan Shepherd Ferebee (Purdue University Global, USA)
DOI: 10.4018/978-1-7998-7653-3.ch005

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Web-Based Teaching & Learning

Purchase

View Mainstreamed Deaf/HH Students' Online Learning in K-12: Challenges, Opportunities, and Solutions on the publisher's website for pricing and purchasing information.

Abstract

The population of deaf/hard of hearing students attending mainstream K-12 programs continues to increase in both the US and UK, with almost 85% reported in mainstreams. With COVID-19, schools shut-down, and social distancing efforts, K-12 programs turned to online teaching. Online teaching changes both the role of the teacher and the parents. A case that is unique in the new changing roles of online teaching is that of deaf students. Education of D/HH students involves the use of English and American Sign Language (ASL). Most families with D/HH students do lack ASL competency and cannot communicate with D/HH students. This chapter gives into cognizance language barriers and academic performance when discussing mainstreamed D/HH students' online teaching. The author discusses the challenges and proposes possible solutions to improve online teaching for this population.

The IRMA Community

Research IRM

Mainstreamed Deaf/HH Students' Online Learning in K-12: Challenges, Opportunities, and Solutions

Purchase

Abstract

Related Content

IRMA Sponsors