Writing instruction with grade-level/college-bound secondary deaf students

Area of Science:

• Education
• Deaf Studies
• Writing Instruction

Background:

• Secondary writing instruction for deaf students varies across school settings.
• Deaf students possess diverse skill levels and may experience language deprivation.
• Existing research lacks a comprehensive understanding of current instructional practices.

Purpose of the Study:

• To examine secondary writing instruction for deaf students in various school settings.
• To compare instructional practices and research needs for grade-level versus college-bound deaf students.
• To identify challenges and training requirements for effective writing instruction.

Main Methods:

• A sequential explanatory design was employed across two study cycles.
• Cycle 1 involved a survey (n=222) of secondary writing instruction for diverse deaf students.
• Cycle 2 used focus group discussions (n=18) for grade-level and college-bound deaf students.

Main Results:

• Teachers report greater preparedness for grade-level deaf students due to aligned curricula.
• Teachers face challenges adapting materials for deaf students with language deprivation.
• Grade-level deaf students receive 1.5 more hours of weekly writing instruction.

Conclusions:

• Teacher training is crucial for developing effective writing instruction, particularly argumentative skills.
• Instructional materials need adaptation for deaf students experiencing language deprivation.
• Further research should address specific needs for college-bound deaf students.