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Classroom dialogues and deaf identities
P Mudgett-DeCaro1, T A Hurwitz
1University of Rochester, NY, USA. PADNOD@rit.edu
American Annals of the Deaf
|April 1, 1997
Summary
Teachers need training to support diverse deaf and hard of hearing students. This course uses teacher diversity as a strength, fostering a collaborative learning environment for all students.
Area of Science:
- Education
- Deaf Studies
- Special Education
Background:
- Increasing diversity among deaf and hard of hearing students presents challenges.
- Many teachers lack adequate preparation to address diverse student needs.
- Current pedagogical approaches may not fully leverage classroom diversity.
Purpose of the Study:
- To describe a teacher training course focused on diversity in deaf education.
- To equip future teachers with strategies for inclusive and effective instruction.
- To promote the use of diversity as a resource for classroom growth.
Main Methods:
- A course designed for future teachers of deaf and hard of hearing students.
- Focus on understanding students' multiple identities.
- Utilizing teachers' own diversity and expertise in a dialogue-based approach.
- Incorporating practical teaching strategies and classroom dialogue examples.
Main Results:
- Teachers gain a deeper understanding of student diversity.
- Development of practical skills for inclusive teaching.
- Fostering an environment where diversity enhances learning for all.
Conclusions:
- Teacher training must address the complexities of diversity in deaf education.
- Leveraging teacher and student diversity can transform classrooms into collaborative learning spaces.
- A dialogue-based approach is effective for preparing teachers for diverse learners.