Writing Instruction for Students who are Deaf and Hard-of-HearingPresentation Slides
Jessica W. Trussell, Ph.D.
The written language abilities of students who are deaf and hard of hearing predict what degree-level (associates, bachelors, etc.) they will attain in college and if they will have upward mobility in their careers. To prepare students for the future, teachers of the deaf and hard-of-hearing must deliver writing instruction on content and form using evidence-based practices. We will review the current research on writing with students who are deaf and hard of hearing. Also, we will discuss and practice how these strategies can be used in small group or individual settings.
Act 48, ASHA, PSYCH
Teachers who work with students with hearing loss
Jessica W. Trussell, Ph.D., is an assistant professor in the Masters of Science in Secondary Education program at National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology. Previously, Jessica was a teacher at the Idaho School for the Deaf. She is currently engaged in research with NTID’s Center for Education Research Partnerships and her primary interest is in developing evidence-based reading interventions for readers who are deaf or hard of hearing.