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Curriculum and adaptation for children who are D/deaf or hard of hearing

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Version 2 2023-06-10, 06:38
Version 1 2023-05-16, 09:37
preprint
posted on 2023-06-10, 06:38 authored by Emma McKinney

 

Advance preprint of chapter from the forthcoming Disability Studies in Inclusive Education open textbook edited by Judith McKenzie, Kofi Nseibo, Chantal Samuels and Amani Karisa. After completing this chapter, you will be able to: 

  • Communicate effectively and respectfully with members of the D/deaf community by using appropriate terminology that reflects an understanding of their linguistic conventions, culture, perspectives, values, beliefs and experiences. 
  • Develop an understanding of teaching strategies and accommodations that promote inclusive learning environments to address D/deaf students' difficulties with auditory processing, speech perception and language development. 
  • Apply teaching strategies for inclusive learning in their own educational context for learners who are D/deaf or hard of hearing. 
  • Describe advantages and disadvantages of different approaches to educating children who are D/deaf or hard of hearing. 
  • Analyse how the principles of Universal Design for Learning can be used to create conducive learning environments for learners who are D/deaf or hard of hearing.

Funding

The Promotion of Inclusive Digitally-Enabled Education Through the Redesign of Blended Courses Project is supported by a Department of Higher Education and Training University Capacity Development grant

History

Department/Unit

Including Disability in Education in Africa (IDEA) Research Unit

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