Toward Adopting a Curriculum for Deaf Learners: Philosophy, Curricula, and the Role of Language and Culture

• In Event: 65.080 - Roundtable Session 24
  In Roundtable Session: 65.080-8 - Curriculum, Difference, and Spatial Implications

Abstract

Despite the importance of educating children who have diverse learning needs, there are few studies regarding educational practices with deaf children compared to their general education counterparts (Schirmer & McGough, 2005). One important topic that has been under-researched in the literature is the nature of curricula within deaf education classrooms, as only five curricula have been specifically researched with the deaf population in mind (Easterbrooks, 2010). As such, it is important to understand the curricular choices that face teachers of deaf children (TODs) in a twenty-first century world (Easterbrooks, 2010). Therefore, this paper will report on research regarding curricular decision-making and curricular philosophy by TODs in classrooms for deaf children.

Author

• Lianna Pizzo, University of Massachusetts - Boston