Teaching Strategies and Learning Outcomes in Deaf Children: A Comprehensive Review of Inclusive Educational Practices
Francesca Latino, Generoso Romano, Francesco Tafuri
Abstract
Deafness in childhood presents unique challenges and opportunities for educational practice, requiring specialized didactic approaches that recognize the diverse communication needs and learning styles of deaf children. Approximately 466 million people worldwide experience disabling hearing loss, with a significant number of cases occurring in early childhood, a critical period for language acquisition and cognitive development (World Health Organization, 2021). Early intervention and tailored educational strategies are essential to support the academic and social development of deaf learners, whose needs differ markedly from those of their hearing peers. Traditional oralist methods, which emphasize speech and lip-reading, have historically dominated deaf education but have faced criticism for their limited effectiveness and exclusion of natural sign languages. In contrast, bilingual-bicultural approaches that integrate sign language alongside spoken/written language have gained prominence for fostering linguistic competence and cultural identity among deaf children (Marschark & Hauser, 2012). Furthermore, the incorporation of visual learning tools, assistive technologies such as cochlear implants and hearing aids, and inclusive pedagogies tailored to individual needs has transformed educational possibilities. Despite these advancements, challenges remain in ensuring equitable access to quality education for deaf children, including disparities in teacher preparation, resource availability, and societal attitudes toward deafness. This review aims to synthesize current knowledge on didactic methods for deaf children, examining communication modalities, teaching innovations, empirical outcomes, and persistent barriers. By analyzing existing literature, the review seeks to inform educators, policymakers, and researchers on best practices and future directions to optimize learning experiences and outcomes for deaf children withi
Keywords
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