A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

John L. Luckner · Susan Marie Bruce · Kay Alicyn Ferrell

55 citations0/0 files storedCommunication Disorders Quarterly

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Hearing Impairment and Communication Disability Education and Employment Behavioral and Psychological Studies

Abstract

The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center at the University of Florida ( http://ceedar.education.ufl.edu/ ) is a national technical assistance center dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career-ready standards. One of the objectives of the project is to organize and synthesize the literature on evidence-based practices for students with disabilities. The purpose of this article is to share a summary of the evidence-based practices in the areas of communication and literacy for students who are deaf, hard of hearing, visually impaired, or deafblind, as well as recommendations for service providers and researchers.

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References

2004Chasing the Mythical Ten Percent: Parental Hearing Status of Deaf and Hard of Hearing Students in the United States 2002Handbook of early literacy research 1978Action, gesture, and symbol : the emergence of language 2003Oxford handbook of deaf studies, language, and education 2005Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?2002From Screening to Early Identification and Intervention: Discovering Predictors to Successful Outcomes for Children With Significant Hearing Loss 2012Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.2004On reading books to children: parents and teachers

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