Meeting the needs of deaf and hard of hearing students with additional disabilities through professional teacher development.
According to even the most conservative estimates, at least a quarter of deaf children have additional disabilities. Most teacher preparation programs do not sufficiently prepare teacher candidates for the challenges posed by these children. This article describes a professional development effort to prepare in-service educators of the deaf to work with students with additional disabilities. Over a 3-year period, teachers selected these in-service topics: etiologies, vision conditions, behavior, transition, sensory integration, seizures, alternate assessment, and instructional strategies. In-class consultation was requested for support in the areas of formal assessment instruments, behavior, and student performance. Elements of effective professional development programs, such as honoring teachers' choices about topics and participation, responding to teachers' immediate classroom concerns, and providing in-class follow-up support, facilitated the success of this effort.
Bruce
Susan
S
Department of Teacher Education, Special Education, and Curriculum and Instruction, Lynch School of Education, Boston College, USA.
DiNatale
Patrice
P
Ford
Jeremiah
J
D002648:Child; D003142:Communication; D015897:Comorbidity; D003479:Curriculum; D003638:Deafness / Q000453:epidemiology / Q000534:rehabilitation*; D019988:Children with Disabilities / Q000534:rehabilitation* / Q000706:statistics & numerical data; D004519:Education, Special; D006301:Health Services Needs and Demand; D006801:Humans; D008282:Mainstreaming, Education; D011361:Professional Competence; D012017:Referral and Consultation; D013038:Specialization; D013192:Staff Development; D014481:United States