Teachers’ Competencies for the Inclusion of Deaf Students: A Critical Review of Literature and Future Directions
Francesca Latino, Francesco Tafuri
Abstract
The effective inclusion of deaf students within mainstream educational settings requires a comprehensive set of teacher competencies that transcend general pedagogical knowledge. This literature review explores the evolving conceptualizations and empirical findings regarding the professional competencies necessary for educators to support the academic, linguistic, and socio-emotional development of deaf learners. Drawing from interdisciplinary research across education, linguistics, disability studies, and inclusive pedagogy, the paper identifies key areas of competence, including bilingual communication skills in both spoken and signed languages, culturally responsive teaching, proficiency in assistive technologies, and collaborative practices involving families and specialized professionals. The review also highlights the systemic barriers that hinder the development of these competencies, such as inadequate teacher preparation programs, lack of ongoing professional development, and limited institutional recognition of Deaf culture as a pedagogical asset. Evidence-based studies underscore that teacher attitudes, linguistic flexibility, and responsiveness to the diverse needs of deaf students significantly impact learning outcomes and classroom participation. Furthermore, the integration of innovative training approaches, including immersive sign language learning and co-teaching models, is emerging as a critical strategy for equipping educators with the tools necessary for genuine inclusion. The paper concludes with recommendations for rethinking teacher education through the lens of equity, accessibility, and linguistic justice. In doing so, it advocates for a paradigm shift that recognizes the education of deaf students not as a matter of accommodation but as a transformative opportunity to enrich the broader educational landscape.
Keywords
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