Creating a Multicultural School Climate for Deaf Children and Their Families
Marilyn Sass-Lehrer, Barbara Gerner de Garcia, Michele Rovins
Designed for practitioners, this book provides guidelines to help build a multicultural learning environment for students with deafness and their families. Strategies are provided for developing cultural competence, and for improving home/school relationships and encouraging greater participation of families who are not part of the mainstream culture. Strategies that can help schools create more inclusive curricula and instructional approaches are also provided and include: (a) create a family atmosphere in the classroom; (b) integrate study of the languages, history, customs, and perspectives of different peoples throughout the curriculum; (c) approach the study of holidays and historic events from the perspectives of all the peoples involved; (d) utilize learner-centered rather than teacher-directed classroom approaches; (e) encourage students to use dialogue journals and other ways of sharing their experiences; (f) provide learning environments that are student-centered; (g) form planning groups of students and teachers to design thematic units that reflect issues and themes relevant to their lives; and (h) encourage family and community members to participate in every aspect of the instructional program. Recommendations are also provided for choosing materials and staff development. Suggested teacher materials and World Wide Web resources are included. (Contains 13 references.)
Marilyn Sass-Lehrer, Barbara Gerner de Garcia, Michele Rovins. Creating a Multicultural School Climate for Deaf Children and Their Families (1997). Laurent Clerc National Deaf Education Center: Washington, DC.
Reading Level: Easy
Formats Available: Printed Material
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Laurent Clerc National Deaf Education Center
800 Florida Avenue, NE
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Phone: (202) 651-5340Email: firstname.lastname@example.org
Fax: (202) 651-5708
Intended User Audience:
The intended audience is all those involved in the education of children who are deaf or hard of hearing or who come from families with deaf or hard of hearing members. The following groups are included: parents/family members, service delivery personnel, and teachers and administrators.
The material is written by three European American authors who are teacher trainers/teachers in the field of deaf/hard of hearing education.
The material has not been formally evaluated or field tested.
Three thousand copies of the material have been disseminated throughout the U.S.A.
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