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Bilingualism and Bilingual Deaf Education$
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Marc Marschark, Gladys Tang, and Harry Knoors

Print publication date: 2014

Print ISBN-13: 9780199371815

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199371815.001.0001

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Quality of Instruction in Bilingual Schools for Deaf Children

Quality of Instruction in Bilingual Schools for Deaf Children

Through the Children’s Eyes and the Camera’s Lens

Chapter:
(p.272) 11 Quality of Instruction in Bilingual Schools for Deaf Children
Source:
Bilingualism and Bilingual Deaf Education
Author(s):

Daan Hermans

Loes Wauters

Annet de Klerk

Harry Knoors

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199371815.003.0011

In many countries deaf and hard-of-hearing (DHH) students have, on average, consistently been found to fall behind their hearing peers on school achievement tests. Interestingly, there are also considerable individual differences in DHH students’ school achievements that cannot be attributed to child and family characteristics such as intelligence and social economic status (Stinson & Kluwin, 2011). Stinson and Kluwin (2011) speculated that the quality of instruction is one of the variables that has not been sufficiently taken into account to explain the differences in DHH students’ school achievements. This very broad concept of quality of instruction is described in this chapter, and a review of the existing literature on the quality of instruction for DHH and hearing students is provided. Furthermore, three recent studies on assessing and improving the quality of instruction for deaf students in special schools in the Netherlands will be described.

Keywords:   school achievement, quality of instruction, special schools, deaf, hard of hearing

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