Science Teaching and Learning for Deaf and Hard-of-Hearing Students: What Do We Know and How Do We Get to Where We Want to Go?

• In Event: Marriott Roundtable Session 32
  In Roundtable Session: Deaf and Hard of Hearing Intersectionalities and Perspectives Roundtable Session

Abstract

The current science educational reform calls for more equitable teaching and learning for all students in the United States as we embarked on the age of standards and accountability. Deaf and Hard-of-Hearing (DHH) students have consistently shown below-average performance when compared to the general population (Antia, Kreimeyer, & Reed, 2010). Within the past two decades, culturally responsive pedagogy and the likes gain prominence to address the shift of demographics as the education system in the United States witnessed a drastic change in the student demographics while the teacher demographics remain almost unchanged. It calls for using the student, family, and school community’s cultural and linguistic repertoire in the classroom to make the curriculum engaging for them.

Author

• Scott Cohen, Georgia State University