Reforming deaf education. A paradigm shift from how to teach to what to teach.
The 1980s and 1990s have witnessed increased public attention to the quality of the education provided to America's students. Much of this attention has focused on the quality of the school curriculum and the teacher's knowledge and ability to teach this curriculum. This article reviews curriculum reform in regular education and the need for this field, the education of students who are deaf and hard of hearing, to address similar concerns. Education of deaf and hard of hearing students has long focused on the question of how we teach deaf students. Reforms in education demand that the question of what we teach deaf students should also be addressed. As in regular education, a major issue is whether teachers are knowledgeable of the subject matter and related pedagogy in the subjects they teach. This article reports on the results of a survey of school administrator's views on teacher's subject matter competencies. Implications for certification, standards in teacher education, and inservice strategies are discussed. Recommendations are made for curriculum reform and strategies for improving teachers' subject matter competencies.
Lytle
R R
RR
Department of Education, Gallaudet University, Washington, DC, USA.
Rovins
M R
MR
D003479:Curriculum; D003638:Deafness; D004519:Education, Special / Q000458:organization & administration* / Q000592:standards*; D006801:Humans; D008004:Licensure; D012574:Schools; D013663:Teaching; D000078329:Workforce