This article shares classroom innovations that ensured continued access to communication and learning for deaf and hard of hearing students during the pandemic.
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A self-check teachers use to reflect on their ASL/English bilingual instruction, differentiation, assessment, data use, and professional growth.
A checklist teachers use to guide literal translation, helping students compare ASL and English directly to notice how each language builds meaning through structure.
A one-page chart staff use to tell languages apart from the teaching approaches built around them, so ASL, English, and instructional methods are not confused with one another.