A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind. (August 2016)

• Record Type: Journal Article
• Authors: Luckner, John L.; Bruce, Susan M.; Ferrell, Kay Alicyn
• Is Part Of: Communication disorders quarterly. Volume 37:Number 4(2016:Aug.)
• Page Start: 225
• Page End: 241
• Publication Date: 2016-08
• Subjects: communication -- blind/low vision -- exceptionalities -- deaf/hard of hearing -- literacy -- deafblind; Communicative disorders -- Periodicals; 616.855005
• DOI: 10.1177/1525740115597507
• Languages: English
• ISSNs: 1525-7401

Abstract

The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center at the University of Florida (http://ceedar.education.ufl.edu/ ) is a national technical assistance center dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career-ready standards. One of the objectives of the project is to organize and synthesize the literature on evidence-based practices for students with disabilities. The purpose of this article is to share a summary of the evidence-based practices in the areas of communication and literacy for students who are deaf, hard of hearing, visually impaired, or deafblind, as well as recommendations for service providers and researchers.