Steps to equity for students with disabilities

By Sarah Brandt and Amy Szarkowski
Categories: Equity, Learning communities, Learning designs
October 2023
Designing professional learning that meets the diverse needs of special education professionals is exciting, challenging, and critically important. Special educators bring a wide range of job responsibilities and skills to the task of addressing their students’ needs. At the Children’s Center for Communication/Beverly School for the Deaf in Massachusetts, staff include teachers, teaching assistants, American Sign Language (ASL)/English interpreters, and related service providers such as speech-language, occupational, and physical therapists. Collectively, these professionals support deaf, hard of hearing, and hearing children from ages 3 to 22 with a range of communication and developmental challenges. We use the term “deaf” to include all deaf or hard-of-hearing individuals, while “Deaf” is used in reference to those who identify with Deaf culture, participate in the Deaf community, and

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Sarah brandt
+ posts

Sarah Brandt ( is an associate of The Institute at the Children’s Center for Communication/Beverly School for the Deaf in Beverly, Massachusetts.

Amy szarkowski
+ posts

Amy Szarkowski ( is director of The Institute at the Children’s Center for Communication/Beverly School for the Deaf in Beverly, Massachusetts.

Categories: Equity, Learning communities, Learning designs

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