Author:

Keywords:

Deaf, Education

Abstract:

Changes in teaching environments, changes in the policy of family-based early intervention, and advances in technology, such as cochlear implants, give rise to the need for teachers, speech language therapists (SLTs), and other qualified professionals to reassess the current competencies or standards that apply to educating and rehabilitating children and students who are deaf and to guiding their families. In this chapter, the authors explore the issue of competencies expected of Teachers of the Deaf (ToDs) and other professionals who are working with the abovementioned children and their families. These reveal the most important competencies in different domains, also as a function of the training and expertise of the respondent. The different studies suggest that a well-balanced curriculum for the additional training of ToDs and other professionals is necessary to guarantee high quality education and educational support for a diversity of deaf children and their families.