Uploaded January 2024 | Updated September 2026, 3 weeks ago
From "58-in-Mind: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
***This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.***
Signed by chapter co-author Elizabeth Henderson.
Elizabeth has straight blonde hair that is pulled back, wearing a black turtleneck and blazer, standing in front of a green background.
Transcript:
Hello everyone! I’m Elizabeth Henderson. I have over a decade of experience as lead middle school science teacher at California School for the Deaf, Riverside. I’d like to introduce my co-authors. Scott Cohen was a science teacher at Atlanta Area School for the Deaf and is currently a doctoral candidate in science education at Georgia State University. Chris Kurz is a professor of science and math methods courses at Rochester Institute of Technology. The three of us discussed in depth the importance of integrating both DHH and science teaching pedagogies, and how to do so.
Now we'll explain why this chapter is important. Science instruction in the classroom looks very different than it did 10 years ago. This chapter is vital for prospective and current science teachers so they can provide instruction to our Deaf students in a way that taps into their backgrounds, languages, and experience, emphasizing a value in the students’ scientific understanding to use and have dialogues about science in their everyday lives. Lastly instruction should use a variety of technological tools, such as ppt, QR codes, published signing, etc. This chapter will provide tools and strategies specific to DHH students to succeed in the sciences.
We have three core recommendations in the chapter, and they are:
• Connect Your Students’ Languages, Backgrounds, and Lived Experiences to Science
• Engage Students in Talking About and Doing Science
• Leverage Technology in Science Instruction
We hope you will benefit from reading the chapter.
From "58-in-Mind: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
***This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.***
Signed by chapter co-author Elizabeth Henderson.
Elizabeth has straight blonde hair that is pulled back, wearing a black turtleneck and blazer, standing in front of a green background.
Transcript:
Hello everyone! I’m Elizabeth Henderson. I have over a decade of experience as lead middle school science teacher at California School for the Deaf, Riverside. I’d like to introduce my co-authors. Scott Cohen was a science teacher at Atlanta Area School for the Deaf and is currently a doctoral candidate in science education at Georgia State University. Chris Kurz is a professor of science and math methods courses at Rochester Institute of Technology. The three of us discussed in depth the importance of integrating both DHH and science teaching pedagogies, and how to do so.
Now we'll explain why this chapter is important. Science instruction in the classroom looks very different than it did 10 years ago. This chapter is vital for prospective and current science teachers so they can provide instruction to our Deaf students in a way that taps into their backgrounds, languages, and experience, emphasizing a value in the students’ scientific understanding to use and have dialogues about science in their everyday lives. Lastly instruction should use a variety of technological tools, such as ppt, QR codes, published signing, etc. This chapter will provide tools and strategies specific to DHH students to succeed in the sciences.
We have three core recommendations in the chapter, and they are:
• Connect Your Students’ Languages, Backgrounds, and Lived Experiences to Science
• Engage Students in Talking About and Doing Science
• Leverage Technology in Science Instruction
We hope you will benefit from reading the chapter.
