The Changing Role of Teachers of Students Who are Deaf or Hard of Hearing: Consultation as an Increasing Part of the Job

ABSTRACT

The majority of deaf and hard of hearing (DHH) students are educated at least part of the day in general education classrooms taught by teachers who may not have any experience working with this population. DHH students make up a unique, heterogeneous group with a wide range of communication modalities, technology utilization, early intervention experiences, and educational placements. In addition to providing direct service to support these students, teachers of students who are deaf or hard of hearing (ToDHH) collaborate and consult with classroom teachers and school staff on classroom accommodations and modifications. However, recent research shows that ToDHH often feel unprepared to engage in the consultative aspect of their role. Since the Education for All Handicapped Children Act was passed 43 years ago, the field of deaf education has increasingly called for research on consultation models to apply to their unique population and to teach in their teacher preparation programs. This article identifies the characteristics of DHH learners and synthesizes current research on consultation in the field of deaf education. Three consultation models are examined to determine their level of fit within the field of deaf education. The author ends with a call for future research that can best be met through an interdisciplinary research approach between the field of deaf education and the fields of educational and psychological consultation.

Notes

¹ Deaf or hard of hearing (DHH) will be used to describe this population throughout this article. Some of these students identify as Deaf, some identify as hard of hearing, and others identify as hearing with the use of hearing aids, cochlear implants, or other technology.

Additional information

Notes on contributors

Brittany Dorn

Brittany Dorn is a doctoral candidate at the University of Northern Colorado and a scholar through the National Leadership Consortium in Sensory Disabilities (NLCSD). She earned her BA from the University of Connecticut and her Master's degree from Smith College. Brittany taught general education and deaf education before pursuing doctoral work.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.