As this author notes, "The practice of teaching materials through the use of interactive multimedia is a growing phenomenon that has the potential to radically alter the way instruction is delivered and processed. Deaf education has embraced this relatively new technology and is putting it to the test in many areas of academia and beyond" (Parton, 2006, p
77). This author emphasizes that an understanding of deafness is essential for educators working with deaf and hard-of-hearing students, but recognizing and appreciating the culture of others also allows communication to be less restrictive in nature as well (Qualls-Mitchell, 2002)
9). Because the majority of deaf children (estimates suggest 90-95%) are born to hearing parents who in most cases are not competent signers when the child is born, the deaf children may not learn Sign language during their infancy; sign language may therefore not be considered the child's mother tongue according to the criterion of origin (Skutnabb-Kangas, 2000)
109). In the United States, deaf students are considered special needs students who are eligible for special services because their disability or impairment affects their educational performance; included in this broad category are children with learning disability, speech or language disorders, mental retardation (intellectual disability), emotional disturbance, autism, hearing impairment, vision impairment, deaf-blindness, orthopedic impairments, traumatic brain injury, chronic health conditions, and severe and multiple disabilities (Westwood, 2003)