Learning to Lead Deaf Education: Engaging Schools in Understanding/Implementing Education Access for Deaf Children

• In Event: 61.009 - Leader Capacity for Equitable Schools

Abstract

The study advances the work of culturally responsive school leadership theory and practice. Further, the study demonstrates the need to include, in principal preparation programs, knowledge of understanding and implementing language and education access to provide equitable education for deaf children in schools. The participants in this study are aspiring principals. principal fellows, in a residency program where a strong concentration on the knowledge and work to lead equitable and socially just instructional leadership for marginalized school populations. The study uncovers aspiring principal awareness, best practices, and the complex challenges leaders face every day in public schools while zeroing in on and advocating for the marginalized deaf student population.

Authors

• Irma Laura Almager, Texas Tech University

• Catherine Ann O'Brien, Gallaudet University

• Fernando Valle, Texas Tech University