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Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic
American Annals of the Deaf
|May 20, 2024
Summary
This study examines literacy education for Filipino Deaf students in diverse classrooms during the pandemic. It emphasizes the crucial role of Deaf teachers and Filipino Sign Language (FSL) in inclusive education.
Area of Science:
- Education
- Linguistics
- Special Education
Background:
- Filipino Deaf students are unique multilingual learners in multicultural settings.
- Limited research exists on Deaf multilingualism globally and locally.
- The COVID-19 pandemic impacted distance learning for Deaf students.
Purpose of the Study:
- To describe the current state of literacy education for Filipino Deaf students.
- To highlight the role of Deaf teachers in literacy development.
- To discuss challenges and propose future directions for inclusive Deaf education.
Main Methods:
- Qualitative description of the current educational landscape.
- Focus on curriculum inclusivity for Filipino Sign Language (FSL) users.
- Analysis of teacher preparation and instructional materials.
Main Results:
- Deaf teachers play a vital role in literacy development.
- Challenges exist in adapting to distance learning.
- There is a need for accessible instructional materials.
Conclusions:
- Inclusive curriculum review and adaptation are necessary.
- Enhancing teacher preparation is crucial.
- Promoting collaborative research and accessible materials is recommended.
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