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Literacy Process and Deaf Protagonism
Fri, April 10, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 4Session Type: Roundtable Session
Abstract
This roundtable explores diverse perspectives on literacy development and the active protagonism of Deaf individuals across educational, social, and cultural contexts. The papers highlight strategies in teaching reading and writing, while also centering Deaf voices and experiences as critical pedagogy.
Sub Unit
Chair
Papers
A Qualitative Analysis of the Strengths and Needs of Deaf Secondary Writers - Kimberly Wolbers, University of Tennessee; Hannah M. Dostal, University of Connecticut; Kelsey Spurgin, Ball State University; Elizabeth Martinez, University of Tennessee
Collaborative Shifts: Positioning Educational Interpreters Through Targeted Professional Development - Lisa M. Prinzi, Rochester Institute of Technology
Applying Critical Race and Language Theory (LangCrit) in Deaf Education using a Multilingual/Multimodal Approach - Rezenet Moges, California State University - Long Beach
Learning from Successful Deaf Adult Readers to Imagine How the Future of Reading Pedagogy May Be Reset - Marlon H. Kuntze, California School for the Deaf; Hannah M. Dostal, University of Connecticut; Jessica Scott, Georgia State University; Debbie Golos, University of Minnesota; Elaine Gale, Hunter College - CUNY; Stacey Katz Shapiro, American School for the Deaf; Emily Jo Noschese, Wayne State University; Kate Kovacs, California School for the Deaf; Julie Sepah, California School for the Deaf
Reclaiming Mathematics Through ASL, Black ASL, and Deaf Ways of Knowing - Felicia Smith, Minnesota State University - Mankato; Chalandra Gooden, Minnesota State University - Mankato