Enhancing Education for Deaf Children: Research into Practice and Back Again

Abstract

Decades of research on educational and basic scientific questions relating to deaf children have yielded a wealth of knowledge about how they learn and develop as thinking, social, problem-solving individuals. However, we currently lack channels for communication from teachers to researchers about the priorities in education and from researchers to teachers about scientific progress that might be effectively utilized in the learning context. As a result, research often fails to address educational priorities, knowledge gained from relevant investigations is rarely translated into practice, and decision-making is often governed by administrative expedience rather than evidence. To address this situation, this paper identifies the current research priorities relating to deaf education and research outcomes that appear likely to have a significant impact on the development of educational practice. Practitioner priorities also are identified, and explanations for the gap between research and practice are analyzed. Ways in which the gaps between research and practice can be addressed are proposed. The goal is to provide a catalyst for broad-based discussions about how to include teachers in educational research planning and create genuine and effective partnerships between researchers and teachers to enhance educational outcomes for deaf pupils.

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