Evidence-based practices for teaching learners who are deaf or hard-of-hearing in regular classrooms

Gregory Leigh; Kathryn Crowe

doi:10.1093/acrefore/9780190264093.013.1258

Evidence-based practices for teaching learners who are deaf or hard-of-hearing in regular classrooms

Research output: Book chapter/Published conference paper › Entry for encyclopedia/dictionary

Original language	English
Title of host publication	Oxford research encyclopedias
Subtitle of host publication	Education
Editors	George W. Noblit
Publisher	Oxford University Press
Pages	1-22
Number of pages	22
ISBN (Print)	9780190264093
DOIs	https://doi.org/10.1093/acrefore/9780190264093.013.1258
Publication status	Published - 2020

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10.1093/acrefore/9780190264093.013.1258

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title = "Evidence-based practices for teaching learners who are deaf or hard-of-hearing in regular classrooms",

keywords = "Deaf, Hard-of-hearing, Evidence-based practice (EBP), Inclusion, Inclusive practice, Regular classrooms, Communication access",

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KW - Inclusion

KW - Inclusive practice

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Evidence-based practices for teaching learners who are deaf or hard-of-hearing in regular classrooms

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