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Recommended Practices

The following teaching materials focus on one or more of the twenty recommended practices for literacy, math, and science. Each was developed for use in deaf education teacher preparation programs. All video clips are captioned. You are encouraged not only to use these materials in your courses but to share feedback with our Project.

Please also review our Recommended Practices in Literacy and in Math/Science for Students who are Deaf/Hard of Hearing (including technology integration ideas) document.


    5. Promote reading skill development through written language applications such as dialogue journals, research reading and writing, language experience stories, writing to read, or other language-based programs.

    8. Teach vocabulary meaning through semantic-based activities that enhance knowledge of multiple meanings of words, idiomatic expressions, and denotation (concrete) and connotation (abstract) meanings of words.

    9. Teach vocabulary meaning through morphographemic-based activities that enhance knowledge of word meaning through understanding of root/base words, prefixes, suffixes, including Latin and Greek derivatives.

    1. Be a skilled communicator in ASL, spoken language, English-based sign systems or other languages and modes used by students.
    • In Development

    2. Provide science and math concepts using the student’s first language before competence is assessed in English.
    • In Development

    3. Possess specific training, experience, and certification in content area knowledge of the subject being taught.
    • In Development

    5. Enhance concept mastery through the use of visual organizers such as graphs, charts, visual maps, etc.

    8. Teach science and math using “specialized content vocabulary” either by signs or fingerspelling to increase content comprehension and promote group discussions and opportunities for self-expression about specific topics. When interpreter is used, pre-teach the vocabulary and agree upon signs for specialized content.
    • In Development

    10. Address the gap between the student’s language abilities and the language demands of the textbook and the instructor by scaffolding between the students’ reading levels and the materials chosen.
    • In Development

Last Update: 07/27/07
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