The Changing Role of Teachers of Students Who Are Deaf or Hard of Hearing: Consultation as an Increasing Part of the Job

Autor/in	Dorn, Brittany
Titel	The Changing Role of Teachers of Students Who Are Deaf or Hard of Hearing: Consultation as an Increasing Part of the Job
Quelle	In: Journal of Educational and Psychological Consultation, 29 (2019) 2, S.237-254 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dorn, Brittany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2018.1502087
Schlagwörter	Deafness; Hearing Impairments; Teacher Role; Consultants; Teacher Collaboration; School Personnel; Student Needs; Teacher Competencies; Teacher Characteristics; Educational Environment; Barriers; Language Acquisition; Language Usage; Educational History; Special Education + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Lehrerrolle; Consultant; Berater; Lehrerkooperation; Schulpersonal; Lehrkunst; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachaneignung; Spracherwerb; Sprachgebrauch; History of education; Bildungsgeschichte; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The majority of deaf and hard of hearing (DHH) students are educated at least part of the day in general education classrooms taught by teachers who may not have any experience working with this population. DHH students make up a unique, heterogeneous group with a wide range of communication modalities, technology utilization, early intervention experiences, and educational placements. In addition to providing direct service to support these students, teachers of students who are deaf or hard of hearing (ToDHH) collaborate and consult with classroom teachers and school staff on classroom accommodations and modifications. However, recent research shows that ToDHH often feel unprepared to engage in the consultative aspect of their role. Since the Education for All Handicapped Children Act was passed 43 years ago, the field of deaf education has increasingly called for research on consultation models to apply to their unique population and to teach in their teacher preparation programs. This article identifies the characteristics of DHH learners and synthesizes current research on consultation in the field of deaf education. Three consultation models are examined to determine their level of fit within the field of deaf education. The author ends with a call for future research that can best be met through an interdisciplinary research approach between the field of deaf education and the fields of educational and psychological consultation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01