Teachers’ Competencies for the Inclusion of Deaf Students: A Critical Review of Literature and Future Directions

Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214–229. https://doi.org/10.1093/deafed/7.3.214 Bat-Chava, Y. (2000). Diversity of deaf identities. American Annals of the Deaf, 145(5), 420– Bauman, H.-D. L., & Murray, J. J. (2014). Deaf gain: Raising the stakes for human diversity. University of Minnesota Press. Cawthon, S. W. (2009). Assessment accommodations for classroom teachers of culturally and linguistically diverse students with disabilities. Paul H. Brookes Publishing. Easterbrooks, S. R., & Stephenson, B. (2006). The role of professional development in improving outcomes for students who are deaf or hard of hearing. American Annals of the Deaf, 151(5), 476–486. Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096 Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder. Golos, D. B., & Moses, A. M. (2011). Developing language-rich preschool classrooms: Lessons from an emergent sign language and literacy program. Young Children, 66(1), 84–89. Grosjean, F. (2001). The right of the deaf child to grow up bilingual. Sign Language Studies, 1(2), 110–114. Harry, B., Kalyanpur, M., & Day, M. (1999). Building cultural reciprocity with families: Case studies in special education. Paul H. Brookes Publishing. Lane, H. (2005). Ethnicity, ethics, and the deaf-world. Gallaudet University Press. Lindsay, G., & McPherson, A. (2011). The impact of teacher training on inclusive education. International Journal of Inclusive Education, 15(6), 615–630. https://doi.org/10.1080/13603110903265033 Luckner, J. L., & Muir, S. (2001). Successful students who are deaf in general education settings. American Annals of the Deaf, 146(5), 435–445. Marschark, M., & Hauser, P. C. (2012). How deaf children learn: What parents and teachers need to know. Oxford University Press. Marschark, M., & Spencer, P. E. (2010). The Oxford Handbook of Deaf Studies, Language, and Education (Vol. 2). Oxford University Press. Mayberry, R. I. (2002). Cognitive development in deaf children: The interface of language and perception in neuropsychology. Handbook of neuropsychology, 8, 71–107. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing. OECD. (2017). Empowering and Enabling Teachers to Improve Equity and Outcomes for All. OECD Publishing. https://doi.org/10.1787/9789264273238-en Oliver, M. (1990). The politics of disablement. Macmillan Education UK. Skliar, C. (1999). The education of the deaf: Between the medical model and the culture of difference. Disability & Society, 14(2), 239–251. https://doi.org/10.1080/09687599926314 Skutnabb-Kangas, T., & Phillipson, R. (1995). Linguistic human rights: Overcoming linguistic discrimination. Berlin: Mouton de Gruyter. Swanwick, R., & Gregory, S. (2007). Sign bilingual education: Policy and practice. In M. Marschark & P. E. Spencer (Eds.), Advances in the spoken language development of deaf and hard-of-hearing children (pp. 291–312). Oxford University Press. UNESCO. (1994). The Salamanca statement and framework for action on special needs education. United Nations Educational, Scientific and Cultural Organization. United Nations. (1948). Universal Declaration of Human Rights. https://www.un.org/en/universal-declaration-human-rights United Nations. (2006). Convention on the Rights of Persons with Disabilities.