#DeafPedagogy Friday
In deaf education, VTs have been studied conceptually (Yuknis, Santini, & Appanah, 2017), theoretically (Bauman & Murray, 2010), and empirically (Easterbrooks & Stoner, 2006).
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In deaf education, VTs have been studied conceptually (Yuknis, Santini, & Appanah, 2017), theoretically (Bauman & Murray, 2010), and empirically (Easterbrooks & Stoner, 2006).
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Recent studies have synthesized basic theoretical definitions and qualitative descriptions of VTs in contexts of higher learning in deaf education (Skyer, 2021).
This summary of research shows partial answers as to why and for whom visual tools are useful in deaf education.
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This summary of research shows partial answers as to why and for whom visual tools are useful in deaf education.
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What the research literature currently lacks are pragmatic descriptions of how teachers use visual tools as a nexus point between learning, pedagogy, and curriculum, in particular, how teachers use VTs in conjunction with sign language.
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Therefore, I'm going to produce some work, videos and articles, for popular consumption for pre and in-service teachers in deaf education.
In the comments, let me know if you have specific questions or interests within this problem-space.
Thanks!
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In the comments, let me know if you have specific questions or interests within this problem-space.
Thanks!
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DUH, my bad, VT = Visual Tools
5/4 ugh
5/4 ugh
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