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Inclusive education in the mainstream
Professionals can employ strategies to provide hearing children
in the mainstream and their teachers with information and experiences that
promote a view of deafness as a difference, rather than a disorder.

Enhancing Communication Skills of Deaf & Hard of Hearing Children in the Mainstream – James Mahshie, Mary June Moseley, James Lee, Suzanne
Manzi Scott, 2006

Teaching Deaf Students in the Inclusive Classroom: Part 1


Teaching Deaf Students in the Inclusive Classroom: Part 2

Deafness, self-esteem, and the inclusive classroom

How do eye gaze and attention contribute to deaf children’s

When deaf children enter school, they bring with them the knowledge and skills
they have acquired 
through their early interactions at home. This is important
because the classroom environment is 
highly stimulating, with many events
simultaneously, and most importantly, many people interacting at once.
Instead of carefully controlled 
interactions with a parent, children are now faced
with interactions involving multiple people with different skills and different amounts
of experience 
communicating through a visual language. 

Research has shown that deaf children who have 
been exposed to language from birth
enter school 
more equipped to handle the stimulating and visually complex environment
of the classroom.22

For example, deaf children must understand that in order to have a successful interaction
with a peer or 
teacher, they must first obtain that person’s attention, and this involves
using some type of 
signal to establish eye contact. They must also learn to participate
in interactions involving groups, 
such as meetings or teacher-led book sharing events.
In these situations, children must 
understand where to direct their gaze, how to initiate a
turn, and how to manage multiple visually 
stimulating events. Thus a strong early
in visual interaction is essential for developing these more complex abilities.

What can be done to help deaf children develop skills in visual attention?



Accessible Environments
Accessible Environments
Efficacy Of Inclusion Classrooms with Teacher and Interpreter Model
The Benefits And Risks Of Inclusion For Deaf Students
Leading Inclusive Schools
Visual Lang & Learn
Eye Gaze and Joint Attention
Visual Attention & Deafness
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