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ODYSSEY

New Directions in Deaf Education

WE ARE NOW ACCEPTING ARTICLE SUBMISSIONS FOR THE 2023 ISSUE OF ODYSSEY ON THE TOPIC OF “ACCESS AND EQUITY IN DEAF EDUCATION.”

Call for Submissions
2017 ISSUE

What's Trending in Student Success

View the 2017 issue in its entirety here

This year we celebrate 200 years of deaf education in the United States! The 2017 issue of Odyssey takes a look at how deaf and hard of hearing students are achieving success both in the classroom and throughout life. Supporting the whole child, keeping expectations high, and looking not only at test scores and literacy but also at whether children are growing and thriving are all important factors in determining student success. This issue includes 18 articles written by a total of 24 professional and parent authors on such topics as:

  • early literacy and supporting emerging ASL skills at home and in the classroom
  • respecting diverse cultures and offering accessibility to families
  • cochlear implant support for students
  • Camp Invention ASL, offering inclusion and making learning about science fun
  • deafblindness from the perspective of a parent
  • working with deaf and hard of hearing refugees and immigrants
  • the impact of learning to dance
  • the importance of family involvement
  • empowering students through giving them ownership of their learning
  • personal and parent stories of student success

 

We invite you to share your own success stories with us on Twitter and Facebook with the hashtags of #ClercCenter and #DeafEd!

Issues

  • The Early Years: Parents and Young Deaf Children Reading Together by Lori Lutz
  • Early Contact, Language Access, and Honoring Every Culture: A Framework for Student Success by Rosemary Gallegos
  • Reflections on Success from a High School Graduate, Q&A with Diane Fleming
  • Massachusetts Offers Trilingual Reading Saturdays to Increase Reading Skills and Confidence by Kathleen M. Vesey
  • High School Students with Cochlear Implants: Coming Together for Success by Debra Nussbaum, Genie Chisholm, Rebecca Galloway, Venita Dzime-Assison, and Jane Doyle
  • Camp Invention ASL: Inclusive, Relevant, Family-Focused Science by Joseph Santini

Seeking Submissions
for the 2023 Issue of Odyssey

THEME: Access and Equity in Deaf Education

The next issue of Odyssey will focus on how deaf and hard of hearing students are being provided with equitable access to education, ensuring they have the resources and services they need to fully participate and succeed in both school and the community—as young children, as students, and, later, as adults.

Often the concept of “access” is defined by experts or regular users of a given system instead of according to the experiences and expectations of exceptional users who engage with the system. Who defines accessibility? The deaf or hard of hearing child or the people surrounding that child? In addition to determining what access means and how it will be provided, accessibility by itself may not be enough. Abundance of experience and ease of use are also important, especially in interactions involving language and socialization. Full and comfortable participation may be the ultimate measure of equitable access.

We want to know how families and educators are providing equitable access and enabling full participation for their deaf and hard of hearing children or students not only through technology but also through programming, activities, and strategies that promote maximum opportunities for learning and interaction:

 

    • Which assistive tools and online technologies have been shown to support academic success and social-emotional development? How can we measure the efficacy of such tools?

 

    • What unique strategies help create inclusive environments and promote an abundance of accessible and interactive language for deaf and hard of hearing children in their families and communities as well as in schools?

 

    • How do we involve deaf and hard of hearing students in determining what access they need? How do we ensure they continue to receive both academic and social-emotional support? 

 

    • What have we learned from our own deaf and hard of hearing children and students, especially about what works best for them? How have we supported their advocacy and self-determination? 

 

The Clerc Center is particularly interested in articles focused on serving students who are deaf or hard of hearing from traditionally underserved groups, including those students who are lower achieving academically, who come from families that speak a language other than English in the home, who are members of diverse racial or cultural groups, who are from rural areas, and/or who are deafdisabled.

Please e-mail your ideas to Odyssey@gallaudet.edu. We will begin accepting submissions on June 13, 2022, and continue until December 2, 2022, or until the magazine reaches capacity. Contact us at any time with questions or to discuss your ideas.

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A woman with dark, curly hair is reading a book to three deaf or hard of hearing boys. The two boys on the left are in Pre-kindergarten and the third boy is a toddler. The middle boy in a short-sleeve button up shirt is using American Sign Language with the woman reading.

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