Identifying Well-Prepared Teachers of Deaf and Hard of Hearing Students: Federal Legislation versus Inconsistent State Requirements

Autor/inn/en	Luft, Pamela; Fischgrund, Joseph E.; Eardley, Allison; Tanner, Courtney; Reusser, Jordan
Titel	Identifying Well-Prepared Teachers of Deaf and Hard of Hearing Students: Federal Legislation versus Inconsistent State Requirements
Quelle	In: American Annals of the Deaf, 167 (2022) 2, S.101-122 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Teachers; Students with Disabilities; Deafness; Hearing Impairments; Teacher Effectiveness; Teaching Skills; Teacher Education; Federal Legislation; State Regulation; Compliance (Legal); Certification; United States + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerausbildung; Lehrerbildung; Bundesrecht; Staatliche Lenkung; Abschlusszeugnis; Zertifizierung; USA
Abstract	Teacher shortages and alternative licensure requirements, in combination with inconsistent state licensure regulations, suggest that not all teachers of deaf and hard of hearing students have the expertise to successfully educate their students. Most national, regional, and specialized professional accreditations do not assess DHH-specific instructional and communication proficiencies, and thus may contribute to DHH students' low achievement levels relative to those of their hearing peers. The study surveyed teaching licensure requirements across the 50 states and District of Columbia regarding compliance with federal requirements and state variations. Results showed that 39% of states did not require a DHH-specific teacher-training program; 45% did not employ a DHH-specific licensure exam. Only 25% required documentation of language/communication skills. A specialized accrediting organization, such as the Council on Education of the Deaf, could help identify well-prepared teachers to fill current and future vacancies and thereby improve DHH students' achievement. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/annals/index.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01