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.
Commitment to inclusive practices has become a mainstay of American education in response to rapidly changing demographics. Schools and programs are rising to the challenge of meeting the needs of diverse populations of students who may come from homes and families that vary by race, ethnicity, culture, sexual orientation, gender identity, socioeconomic status, locality, age, level of education, disability, and language use.
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.
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.