Increasing Outcomes: Principles of Practice to Increase Writing Outcomes for Deaf/Hard of Hearing Students With Additional Disabilities

Increasing Outcomes: Principles of Practice to Increase Writing Outcomes for Deaf/Hard of Hearing Students With Additional Disabilities

Joan Weir, Hannah M. Dostal
Copyright: © 2023 |Pages: 30
DOI: 10.4018/978-1-6684-5839-6.ch004
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Abstract

The ability to write clearly and effectively is an important communication skill that is necessary for school and employment, as it is often the best way to disseminate information and ideas. Both unrecorded sign and speech are ephemeral, but writing allows the author to share an experience or idea long after an event or thought has occurred. Developing writing skills will support Deaf and hard of hearing students (DHH) and Deaf students with additional disability labels in becoming more effective communicators, and will increase their academic and reading success.
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Introduction

This chapter explores ways in which to increase writing and language outcomes for Deaf/hard of hearing (DHH) students with additional disabilities. Using composite models of students, a variety of scenarios are reviewed and principles of practice are adapted to meet the needs of individual students.

The chapter begins with a brief review of the history of special education and the treatment of people with disabilities. Vignettes outlining the wide variety of DHH students with disabilities are then introduced. After a discussion of various writing frameworks, principles of practice and their application are then discussed.

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