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ERIC Number: ED590241
Record Type: Non-Journal
Publication Date: 2017
Pages: 128
Abstractor: ERIC
Paradigm Shift: Connecting Research to Practice--Strategies for Deaf Learners. Deaf Learner Initiative, 2011-2016
Coyle, Jennifer; Morrison, Mary; Thomas, Della
pepnet 2
In 2011, pepnet 2 launched the Deaf Learner Initiative (DLI). The goals of this initiative were to examine the existing paradigms, programs, pedagogy and relevant research related to the educational and vocational needs of deaf learners. The DLI was comprised of a variety of activities including the Deaf Learner Symposium, the creation of three white papers, Research to Practice virtual communities, and presentations and poster sessions. This collection of information grew and proved to be a critical link for pedagogy and program development relying on evidence-based practices. "Paradigm Shift: Connecting Research to Practice--Strategies for Deaf Learners" is a compilation of those materials and research. The DLI white papers and the State of the Nation from the DLI work are included to provide a framework for the Connecting Research to Practice (CRP) briefs that drive the rest of this publication. The design of the CRPs is to provide the reader with a description of the domain (derived from the DLI initiative), the relevance of this domain and how it relates to young adults who are deaf or hard of hearing, and practices that stakeholders can implement immediately. It is meant to be a tool that can provide a base of understanding in each domain, evidence-based practices (when available) and vital strategies for administrators, educators, parents, interpreters, and other service providers who work directly with students who are deaf or hard of hearing. [Individual white papers and briefs contain references.]
pepnet 2. 18111 Nordhoff Street, Northridge, CA 91330. e-mail:; Web site:
Publication Type: Collected Works - General
Education Level: Postsecondary Education
Audience: Administrators; Teachers; Parents; Support Staff; Practitioners
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: PEPNet 2
Grant or Contract Numbers: H326D110003