“It’s not About You, It’s about them”: Philosophy, Evidence, and the Role of Language in Adopting Reggio Emilia for Young d/Deaf and Hard of Hearing Learners
Lianna Pizzo

The educational needs of deaf children have been intensely debated over the last hundred years; as this population has historically struggled, develop English literacy skills comparable to their same-aged peers who can hear (Paul, 2009). This study examined the factors influencing teachers’ decision to adopt the Reggio Emilia approach in classrooms for young deaf learners. Findings indicate that while the role of teacher belief, identity, and philosophy were central themes in this study, and consistent with the history of the field, the most important implication of this work is the role of teacher experience and documentation evidence as key influences in teacher decision making in their curricular choices. It also demonstrates broader conceptions of what evidence might mean in the real world context of the early childhood classroom. This study also highlighted the need for curricula to be able to address the diverse language needs of young deaf children. Finally, the school context was key in teachers’ positive experiences with the Reggio Emilia approach, as it encouraged the adoption of Reggio Emilia for all early childhood classrooms making resources accessible to teachers. Furthermore, the co-teaching process allowed for on-going professional support in making complex decisions regarding instructional choices within the curriculum model. The complex nature of engaging in curricular decision-making was showcased through teachers’ reflective processes using belief, experiences, and evidence of learning to guide their practice.

Full Text: PDF     DOI: 10.15640/jehd.v5n2a7