Uploaded January 2024 | Updated September 2026, 2 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 Chris Kurz.
Chris is seated on a couch. He has short hair, glasses, and is wearing a black shirt.
Transcript:
Hello. In this video, we are focusing on the Deaf studies chapter. The authors are as follows:
Marlon Kuntze helped establish a Deaf studies curriculum at the California School for the Deaf in Fremont in the early 1990s. He also taught and helped expand Deaf studies coursework at various colleges and universities.
Chris Kurz has taught teacher candidates how to incorporate Deaf studies in different content areas, such as mathematics, science, arts, social studies, technology, etc.
Debbie Golos has been striving to transform teacher preparation by integrating the development of multiple and intersecting identities, ABAR (anti-bias and anti-racist), and well-being practices.
We also want to recognize three important contributors to this chapter.
Amy Parsons is a lifelong activist for language and educational equality, advancing anti-oppression frameworks within educational and community systems for the past decade. Currently, Amy is working with organizations to incorporate anti-bias, anti-ableism, and anti-oppression practices.
Shira Leitson-Grabelsky works in the nonprofit sector, K–12 education, and community education promoting dialogue about multiple identities, autonomy, and evolving identities.
We would also like to acknowledge and thank Doralynn Folse, who contributed to the foundational information for this chapter.
As a teacher, it is your responsibility to teach Deaf studies and do it in a way that fosters a positive development of your students’ sense of who they are as Deaf people as well as your understanding of their multiple and intersecting identities.
It is important for all teachers to be conscious of the attitudes, values, and beliefs of the lived experiences of Deaf people and understand that every Deaf student is unique. As you consciously create space in our classrooms and schools for families, students, and colleagues who use languages other than American Sign Language (ASL) and English, we can also collectively contribute to a more inclusive society.
In doing so, it is important to keep in mind that you will have students who are Deaf signers, Deaf nonsigners, DeafBlind signers, DeafBlind nonsigners, DeafDisabled people, and Deaf people who are Black, Indigenous, and People of Color.
Look at each student not only as a part of the larger Deaf community but also, importantly, as an individual. They need to be recognized and understood as being complex, possessing multiple, intersecting identities, and coming from different backgrounds.
Here, we present three core recommendations for fostering students’ awareness, understanding, and appreciation of their identities across P–12: enrich positive perceptions of self as a Deaf person; teach the history, literature, and lives of diverse Deaf people; and increase cultural and social awareness.
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 Chris Kurz.
Chris is seated on a couch. He has short hair, glasses, and is wearing a black shirt.
Transcript:
Hello. In this video, we are focusing on the Deaf studies chapter. The authors are as follows:
Marlon Kuntze helped establish a Deaf studies curriculum at the California School for the Deaf in Fremont in the early 1990s. He also taught and helped expand Deaf studies coursework at various colleges and universities.
Chris Kurz has taught teacher candidates how to incorporate Deaf studies in different content areas, such as mathematics, science, arts, social studies, technology, etc.
Debbie Golos has been striving to transform teacher preparation by integrating the development of multiple and intersecting identities, ABAR (anti-bias and anti-racist), and well-being practices.
We also want to recognize three important contributors to this chapter.
Amy Parsons is a lifelong activist for language and educational equality, advancing anti-oppression frameworks within educational and community systems for the past decade. Currently, Amy is working with organizations to incorporate anti-bias, anti-ableism, and anti-oppression practices.
Shira Leitson-Grabelsky works in the nonprofit sector, K–12 education, and community education promoting dialogue about multiple identities, autonomy, and evolving identities.
We would also like to acknowledge and thank Doralynn Folse, who contributed to the foundational information for this chapter.
As a teacher, it is your responsibility to teach Deaf studies and do it in a way that fosters a positive development of your students’ sense of who they are as Deaf people as well as your understanding of their multiple and intersecting identities.
It is important for all teachers to be conscious of the attitudes, values, and beliefs of the lived experiences of Deaf people and understand that every Deaf student is unique. As you consciously create space in our classrooms and schools for families, students, and colleagues who use languages other than American Sign Language (ASL) and English, we can also collectively contribute to a more inclusive society.
In doing so, it is important to keep in mind that you will have students who are Deaf signers, Deaf nonsigners, DeafBlind signers, DeafBlind nonsigners, DeafDisabled people, and Deaf people who are Black, Indigenous, and People of Color.
Look at each student not only as a part of the larger Deaf community but also, importantly, as an individual. They need to be recognized and understood as being complex, possessing multiple, intersecting identities, and coming from different backgrounds.
Here, we present three core recommendations for fostering students’ awareness, understanding, and appreciation of their identities across P–12: enrich positive perceptions of self as a Deaf person; teach the history, literature, and lives of diverse Deaf people; and increase cultural and social awareness.
