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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
2018 ISSUE

The Future of Deaf Education: Practices Impacting Positive Change

View the 2018 issue in its entirety here

The 2018 issue of Odyssey takes a look at the future of deaf education and explores how teaching practices, programs, and ongoing professional development activities are changing to reflect the diverse characteristics of today’s deaf and hard of hearing students. A recurring theme throughout the issue is the importance of collaboration, of allyship, as we go forward in meeting student needs. This issue includes 18 articles written by a total of 28 professional and parent authors on such topics as:

  • Building communities of practice
  • Strategies for itinerant teachers in general education settings
  • Teacher preparation programs (including how to incorporate the needs of students who are deaf-blind)
  • Mentoring deaf and hard of hearing students of color
  • Language Development Planning Meetings
  • Multicultural education
  • Cued Speech
  • Preventing child abuse
  • Parent perspective on “the language wars of deaf education”
  • Guidelines for educational program planning for teaches of students with cochlear implants

 

We invite you to share with us on Twitter and Facebook with the hashtags of #ClercCenter and #DeafEd how these articles may have contributed to your future in deaf education! 

Issues

  • A Shift to the Middle: Redefining the Community of Practice for Deaf Educators by Michella Maiorana-Basas
  • A Positive Perspective: Preparing Professionals to Work with Deaf and Hard of Hearing Infants, Toddlers, and Their Families by Julie Mitchiner and Linda Risser Lytle
  • Meeting Consulting Needs in General Education Settings: Five Strategies for Itinerant Teachers of Deaf and Hard of Hearing Students by Brittany Dorn
  • A Community of Practice: Partnership Prospers Between Providers and Parent Leaders in Washington State by Kris Rydecki Ching and Christine Griffin
  • Exploring Feedback Mechanisms for Preservice Teachers' Lesson Plans by Dana Kan and Uma Soman
  • Passing It On: Counseling, Advising, and Mentoring Deaf and Hard of Hearing Students of Color by Tim Albert

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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