Am Ann Deaf. 2023;168(3):55-70. doi: 10.1353/aad.2023.a917250.
The changes brought about by the COVID-19 pandemic resulted in more virtual instruction in schools. Teachers experienced multiple new challenges while moving online. As Fleming (2020) notes, "Unlike developing a whole-class lesson plan online, special education teachers are now tasked with developing unique plans for every student that align with their IEPs [individualized education programs], as required by federal mandate" (p. 1). In the present article, we consider how to best incorporate active learning, engagement, and critical thinking into an online learning environment while supporting language and social development for all students. Alexander (2020) notes the importance of socialization, observing that the loss of face-to-face interactions decreases students' confidence and affects their mental health. We also consider how to meaningfully incorporate social interaction, engagement, and active learning to support deaf and hard of hearing students in developing a sense of classroom and school community.
COVID-19 大流行带来的变化导致学校更多地采用虚拟教学。教师在上网课时面临着多种新挑战。正如 Fleming（2020）所指出的，“与在线开发整个班级的课程计划不同，特殊教育教师现在的任务是根据联邦要求为每个学生制定符合他们个别教育计划（IEP）的独特计划”（第 1 页）。在本文中，我们考虑如何在支持所有学生的语言和社交发展的同时，将主动学习、参与和批判性思维最好地融入在线学习环境中。Alexander（2020）指出了社交的重要性，观察到面对面互动的减少降低了学生的信心并影响了他们的心理健康。我们还考虑如何有意义地融入社交互动、参与和主动学习，以支持聋人和重听学生建立课堂和学校社区的意识。
