DEAF TEACHER STRATEGIES IN THE CLASSROOM

N. Pérez Aguado, M.P. Fernández Viader

Universidad de Barcelona (SPAIN)
The strategies used by teachers with deaf pupils are a slightly researched field. Several authors (Teberosky, 1989, 1991; FernándezViader and Pertusa, 1998, 1999; Valsameda, 1999) made contributions concerning Instructional Situations of written language with deaf pupils. Heiling (1999) gathered general recommendations for teaching-learning situations during the Written language appropriation process with deaf pupils. Leading the way, Pertusa (2001) carried out the pursuit of three deaf children of heterogeneous dyads from 6 to 8 years old and their listening teacher who had an intermediate knowledge of Catalan Sign Language (LSC).

The literacy of Deaf adults in Catalonia: Strategies of the Deaf teacher, framed in the European Project DEAFLI, The Deaf Literacy (538750-LLP-1-2013-1-ES-GRUNDITVIG-GMP), has arisen from the current need for the education of Catalan written language to deaf adults whose levels of illiteracy are superior to 80 %. From DEAFLI two pilot courses of Catalan written language, with a total amount of 60 registered hours, have been carried out with the main target of exploring, detecting, observing and analyzing the different strategies used by the deaf teacher and to propose therefore, several recommendations for educational intervention.

Placement in the classroom; Communicative approach; metalinguistic, visual and text resources; Demand Planning Strategies and feedback are some of the tools used by the Deaf teacher in the classroom in order to encourage the development of Deaf adults' linguistic competence.
keywords: teacher, deaf, learning.