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Notice: Timmins Office

Building Block Five: Education And Training



For a quick visual reference guide to this content,
check out the Classroom Accessibility Guide Infographic

Professional development opportunities can provide classroom teachers with ongoing information about the needs and abilities of Deaf and hard of hearing students.

Providing Ongoing Education for Classroom Teachers

The range of topics for classroom teachers to explore who have no background or experience with students who are Deaf and hard of hearing may include the following:

  • the diverse language population of students who are Deaf and hard of hearing
  • creating equal education for students who are Deaf and hard of hearing
  • the needs and abilities of students who are Deaf and hard of hearing who use spoken language
  • the needs and abilities of students who are Deaf and hard of hearing who use signed language
  • ongoing technology developments
  • current research findings concerning students who use spoken language and those who use signed language
  • negative effects of limited access to language and language deprivation prior to entering school
  • negative effects of limited access to language and language deprivation at school
  • the use and maintenance of assistive technology
  • advances in technology that provide access to language
  • roles and responsibilities of teachers and professionally-trained educational interpreters
  • responsibility of psychologists
    • assessing students who use spoken language
    • assessing students who use signed language
  • anti-audism and anti-ableism practices
  • language access and safety concerns
  • where to find professionals who can:
    • assess students who are Deaf and hard of hearing
    • understand and monitor technology
    • communicate fluently with signing students
    • assess teachers of signing students for
      • their ASL or LSQ proficiency
      • their understanding of the needs and abilities of ASL- or LSQ-proficient students
      • their understanding of the needs of late first language learners
    • assess those hired to interpret
      • their ASL or LSQ proficiency
      • their interpreting skills
      • their knowledge about the language needs and abilities of Deaf and hard of hearing students
      • their academic knowledge about language and curriculum
    • assess education and support staff to determine the types of education and training they need
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