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Rethinking the Education of Deaf Students: Theory and Practice from a Teacher's Perspective

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This book asserts that Deaf students learn mostly like hearing students, going against the "disability" and "remedial" stamps of nearly all teacher preparation programs in Deaf Education. And unlike most books on teaching Deaf students, Rethinking... actually gives specific, real examples of how to put theory into practice. One of the most useful aspects of this book is Livingston's detailed explanation of how to read to Deaf students of all ages in a meaningful and accessible way. She asserts that the main focus of all language activities in the classroom must be meaning-based, with the logistics of language following. Every teacher and parent of the Deaf, despite educational or communication philosophy, needs to read this book. It offers an eclectic, well-tested, tried and true approach to increasing the literacy skills of Deaf students.

Ms. Livingston does a good job of giving an overview of Deaf Education and points out fundamental issues faced by Deaf students and their educators. She provides the perspective of a hearing professional dealing with the children of an unfamiliar language and culture. A great introduction for professionals new to DHH special education.

In the profession of Deaf Education, it is time for the old framework to give way to something new. Sue Livingston has used her experience as a classroom teacher and combined it with her passion for innovative ways to teach language to Deaf students and has written the book "Rethinking the Education of Deaf Students."

Ms. Livingston gives practical tips for ensuring that teachers are able to communicate with their students. She encourages teachers to develop their interpreting skills--to become artists in their signing instead of just practitioners. She provides examples of different strategies supported by research. She also emphasizes the importance of deaf educators being trained on language acquisition of deaf and hard of hearing students and how to facilitate this language into other subjects.

All students, including deaf and hard of hearing, have the ability and desire to see and question things. Unfortunately when family members and teachers do not have fluent language, the child cannot attach meaning or expand meaning to experiences. Therefore, instead of grammar drills, students need to be involved in the process and ideas for writing from the beginning.

"Just as language and thought are inextricably linked, so are language and content." This happens by connecting stories to the student's experiences, providing books that are models for writing, using response groups, dialogue journals and readers theatre. When students are actively engaged in their learning, language is acquired. ASL and English should be embedded in the content being taught.

Since the author has walked this path and has been open to new ways of educating students, these theories and strategies are credible. This book should be required reading for teacher preparation programs in deaf education as well as for parents of deaf and hard of hearing students!