Rigorous analysis emphasizes the critical need (while providing the credentials required) for creating a best practice tutoring curriculum process for deaf and hard of hearing( d/hoh) American K-12 special education students. Identifying the unique and individual learning needs and styles of these students is the crux of curriculum development. The creating of a theoretical process for a consistently varying and situational dependent need has not been developed or implemented in this current educational field. This project successfully presents a twenty-first century best practice tutoring curriculum process that converges limited research from the past with the practices in the present; while moralistically holding space for future academic needs to be addressed. This work addresses the current special education crisis by synthesizing and expanding existing mental models in order to develop a successful best practice tutoring curriculum development process that will be repetitively and accurately implemented with appropriate training.
Table of Contents
Introduction
Statement of Problem
Methodology and Analysis
Project Research Methods
Action Research
Praxis Research
Methods Analysis
Project Relevance and Rational
Measurements
Literature Review
Conclusion
Project Goals and Themes
This project aims to develop a specialized "best practice process" tutoring curriculum tailored to the unique learning needs of K-12 deaf and hard of hearing (d/hoh) students, addressing the current academic gap in specialized support services.
- Identification of critical academic gaps and the need for standardized, qualified tutoring in special education.
- Synthesis of 21st-century research and established mental models to create an adaptable tutoring curriculum.
- Integration of Theory of Mind (ToM) into tutoring strategies to enhance linguistic and cognitive development.
- Development of a "best practice process" framework that allows for continuous assessment and quality control.
- Advocacy for systemic changes to improve academic outcomes and ensure equitable educational access for d/hoh students.
Excerpt from the Book
Methods Analysis
This work will answer the driving questions by expounding on how we can blend the beneficial and productive old practices and successful techniques with newly acquired research along with some of the older ignored yet, applicable to the targeted k-12th grades research to turn it into the development of a “best practices process”.
The utilizing and synthesizing of the analyzed data with the diverse background knowledge and experiences of hard of hearing and deaf community members, hard of hearing and deaf professionals, teachers of the deaf, and qualified educational interpreters for the deaf will become part of the best practice process for maintaining an updated curriculum. A synthesis of the current and the newly acquired knowledge regarding the individually specific learning styles of both the tutor and tutee will also be critical in the creating of a successful tutoring curriculum.
Summary of Chapters
Introduction: This chapter identifies the significant academic struggle faced by d/hoh students and highlights the lack of specialized tutoring services as a critical gap in the educational system.
Methodology and Analysis: This section outlines the research approach, utilizing Action and Praxis research to synthesize past and present data to construct a robust framework for tutoring curriculum development.
Literature Review: This chapter reviews current scholarly work and reports, demonstrating that while tutoring is essential, current research lacks specific, standardized practices for K-12 d/hoh learners.
Conclusion: The final chapter summarizes the necessity of implementing a flexible, data-driven "best practice" tutoring model that empowers students and moves away from stagnant, ineffective educational status quos.
Keywords
deaf and hard of hearing, d/hoh, tutoring curriculum, best practice process, special education, Theory of Mind, ToM, educational interpreting, K-12, academic achievement, cognitive development, student assessment, curriculum development, inclusive education, educational equality.
Frequently Asked Questions
What is the core focus of this capstone project?
The project focuses on establishing a specialized, best-practice tutoring curriculum specifically designed for K-12 deaf and hard of hearing students.
What are the central themes of the work?
The central themes include bridging educational gaps, applying current research to tutoring, the importance of Theory of Mind (ToM) in student learning, and the need for qualified, standardized tutor training.
What is the primary goal of the author?
The goal is to move beyond the current status quo in special education by creating an adaptable, "living" tutoring process that addresses the unique communication and cognitive needs of individual students.
Which research methods are applied?
The author combines Action Research and Praxis Research to ensure a cyclical, reflective process of improvement and implementation.
What topics are explored in the main body?
The main body examines the current academic failures for d/hoh students, the lack of applicable standards in existing programs, and the foundational role that language and cognitive theory play in effective tutoring.
Which keywords best describe this study?
Key terms include "best practice process," "d/hoh," "tutoring curriculum," "Theory of Mind," and "academic achievement."
How does Theory of Mind (ToM) affect the proposed tutoring model?
ToM is identified as critical for understanding how the d/hoh student processes information; the model uses ToM-based interventions to help students navigate abstract thoughts and social constraints.
Why does the author argue that current volunteer peer-tutoring is insufficient?
The author contends that peer tutoring, when not professionally qualified or communication-accessible, fails to provide the deep, individualized academic support required for d/hoh students to reach higher grade levels.
What is meant by the "Golden Triangle" in this context?
The "Golden Triangle" refers to the essential d/hoh service providers: the educational interpreter, the tutor, and the note-taker.
- Quote paper
- Jeanine Roybal (Author), 2011, A Specialized and Qualified Tutoring Process: Focusing on the K-12 Deaf and Hard of Hearing Students Individual Needs , Munich, GRIN Verlag, https://www.grin.com/document/201667
