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ERIC Number: ED580102
Record Type: Non-Journal
Publication Date: 2017
Pages: 179
Abstractor: As Provided
ISBN: 978-0-3553-5455-3
Deaf Autism: Common Instructional Practices Described by Deaf Educators
Rutledge, Felicia
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this research study was to identify common instructional practices described by teachers of the deaf with students who are deaf with autism that increase both student engagement and instructional outcomes. As the diversity of students increase within deaf/hard of hearing programs, research is emerging in the area of deaf autism. Researchers have identified the population and determined there is a need for practices and strategies to support students within deaf or hard of hearing programs. This qualitative research study recruited eight certified teachers of the deaf. These participants were currently teaching in deaf or hard of hearing programs with three or more years of certifiable teaching experience and had experiences instructing students who are deaf with autism. All participants within the study participated in interviews and six of the participants who were currently instructing students who are deaf with autism were observed during different instructional periods and provided lesson plans. Interviews, observations, and lesson plans were analyzed to determined commonalities of practices and procedures. Teachers described common classroom management strategies, modifications and adaptations to lessons, behavioral interventions, language and communication strategies, technology implementation and utilization, reading strategies and practices, setting selection, and assessment practices and procedures utilized with students who are deaf with autism as well as supports and/or professional development opportunities received when instructing the deaf autistic population. It is evident from the interviews, observations, and review of lesson plans that common practices and strategies include the use of visuals, videos, manipulatives, token economy systems, hearing assistive technology, and instructional technology to increase both student engagement and instructional outcomes. The findings also revealed teachers utilize multiple supports and resources to further their awareness and knowledge base of deaf autism to increase engagement and instructional outcomes of students who are deaf with autism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A