ODYSSEY

New Directions to 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
2020 ISSUE

Diversity and Fostering Inclusive Learning

View the 2020 issue in its entirety here

The 2020 issue of Odyssey, compiled prior to the COVID 19 pandemic and the worldwide anti-racist protest movement, focuses on how schools, professionals, and families are working together to create and foster inclusive environments for all deaf and hard of hearing children.

This issue looks at how families and professionals in deaf education programs are responding to these needs, how they are ensuring the inclusion of social justice and social-emotional growth along with high academic expectations for deaf and hard of hearing children, the strategies they used, the challenges they faced, and the outcomes they achieved in their quest to enhance inclusion and equity for their children or students.

Seventeen articles, written by a total of 32 professional and parent authors, focus on:

  • Deaf, Spanish-speaking family’s story of instilling cultural identity and pride in their children through fluency in multiple languages
  • Fostering multilingual development through family language planning
  • Gender inclusion in the Clerc Center’s demonstration schools
  • Making the arts accessible for children with multiple disabilities
  • Military family’s story of diagnosis and supports for two deaf sons who have cochlear implants
  • Strategies for increasing social awareness in children on the autism spectrum
  • Addressing personal and cultural connections within evidence-based reading instruction
  • Family’s journey from diagnosis to appropriate educational environment for their daughter who is deaf-blind with disabilities
  • How shared cultural connections help students analyze literature (includes an example of anti-bias education through reading a young adult novel)
  • Importance of Deaf Community Cultural Wealth for students with disabilities
  • Utilizing Universal Design for Learning with deaf and hard of hearing students
  • Hard truths about suspension and social justice in a deaf school
  • Retired principal returning to teaching at the university level offers advice to new teachers
  • Integrating the principles of social justice into a teacher preparation program
  • Role of formative assessment in closing achievement gaps in diverse classrooms
  • Perspectives from three inclusive excellence ambassadors on fostering equity and inclusion at the Clerc Center and Gallaudet University
  • How embracing diversity and inclusion in our schools empowers everyone

 

We invite you to share your own stories with us on Twitter and Facebook with the hashtags of #ClercCenter and #DeafEd or to reach out to us at Odyssey@gallaudet.edu with your thoughts.

Issues

  • Grandparents, Parents, Children—and Four Languages: A Deaf Family's Story By Norma Morán and Franklin C. Torres
  • Family Language Planning with Deaf and Hard of Hearing Children: Fostering Multilingual Development By Christi Batamula, Bobbie Jo Kite Herbold, and Julie Mitchiner
  • Gender Inclusion in the Clerc Center's Demonstration Schools By Stephen Farias
  • Making Arts Education Accessible for Deaf Children with Multiple Disabilities: A Partnership By Michelle A. Veyvoda and Jodi L. Falk
  • In the U.S. Military: Gleaning Support for Our Deaf Sons By LaShawna Sims
  • Increasing Social Awareness for Deaf and Hard of Hearing Children on the Autism Spectrum: Innovative Strategies By Patrick Graham, Raschelle Neild, and Aaron Shield

About the Clerc Center

The Laurent Clerc National Deaf Education Center at Gallaudet University is a federally funded center with exemplary elementary and secondary education programs for deaf and hard of hearing students and is tasked with developing and disseminating innovative curricula, instructional techniques, and products nationwide while providing information, training, and technical assistance for parents and professionals to meet the needs of deaf and hard of hearing students from birth to age 21.

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This site was supported by federal funding. Publication of this material shall not imply approval or acceptance by the U.S. Department of Education of the findings, conclusions, or recommendations herein. Gallaudet University is an equal opportunity employer and does not discriminate on the basis of race, color, sex, national origin, religion, age, hearing status, disability, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis.

Copyright © 2024 Clerc Center. All rights reserved.

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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