Alicia Griffin is a Teacher of the Deaf at Kiser Middle school in Greensboro. She teaches social studies to 6-8th grade Deaf/Hard of Hearing (D/HH) students. After working in various human service positions, she decided to give teaching a try and discovered a new passion for teaching. She has a BA degree in Advocacy from UNC-Greensboro and a Masters of Education in Rehabilitation Counseling from Auburn University. She obtained her teaching license last year. Her goal is to teach future D/HH children to become great leaders and know that Deaf people can be teachers at a public school too! 

Craig Blevins is a Teacher of the Deaf at Richard J. Reynolds High School in Winston Salem. He teaches social studies to 9-12th grade Deaf/Hard of Hearing students. While Craig already has a BA degree in Deaf Advocacy from UNC-Greensboro, he is taking more classes to complete his teaching licensure. He has always been involved in the Deaf community and recently, he decided a career change - teach at a public school. Craig feels that Deaf and Hard of Hearing mainstream students greatly lack role models who are Deaf. It is with passion he sees his students succeed.

Jessica Jackson is a Teacher of the Deaf at Moore Magnet Elementary School School in Winston Salem. She teaches 3rd and 4th grade Deaf/Hard of Hearing students. Jessica holds a BA degree in Human and Community Services from Lenoir Rhyne University and a MA degree in Rehab Counseling from Winston Salem State University, she plans to take classes to obtain the teaching licensure. She has always been advocating for deaf and hard of hearing individuals. Jessica’s passion is to be a Role Model for deaf and hard of hearing students. She sees the light in each of her students and engaged her students that they can outshine!

Mike Lupo is a Teacher of the Deaf for Forest Hills Global Elementary School in Wilmington, NC. It is a total immersion program using American Sign Language and English, covering all academic subjects K-5. Mike was a technology business owner in the past, worked as a VR counselor for the deaf and hard of hearing, and taught American Sign Language at a high school in Greenville, NC. He has his undergraduate degree in social work (Rochester Institute of Technology) and has completed his graduate studies in deaf education (University of Rochester), rehabilitation counseling (University of North Texas), and teaching of second languages (Eastern New Mexico University). Mike also works for Language First as a deaf education consultant and educator for parents and professionals nationwide. 

Are you Teacher Of the Deaf? 

Contact NCAD!

When we think about our role as educators, we aim for students to develop an ability to “understand and interpret” thoughts

and ideas. This means we encourage our students to think critically and challenge assumptions, exploring both local and global contexts.

Often, deaf children in public school are passive participants. It is seldom that they are encouraged to respond and share their thoughts and feelings. What’s lacking is the development of pragmatics, social skills and conversational skills specifically the art of turn-taking.

Jean Andrew and Donald Jordan reported in 1993 that out of 5,166 teachers of the Deaf, 805 teachers were deaf (15.6%). But, that was in 1993 when critical mass of deaf students was still popular.

"There is a growing recognition that their (Deaf students) ability to achieve academic success is tied to the instructional effectiveness of teachers.” - H.A. Johnson

We must return to what has always been the most effective instruction in the classroom and that is direct instruction instead of interpreted instruction. 

Deaf Teachers for Deaf Students are the best role models.

Andrews, Jean F., and Donald L. Jordan. “Minority and minority-deaf professionals: How many and where are they?” American Annals of the Deaf, vol. 138, no. 5, 1993, pp. 388–396. JSTOR,  www.jstor.org/stable/44392368. Accessed 31 Mar. 2021.

Johnson, H. A. (2003). U.S. deaf education teacher preparation programs: A look at the present and a vision for the future (COPSSE Document No. IB-9). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.

Note: We used the word “Deaf” as an inclusive term for all Deaf, hard of hearing, DeafBlind, DeafDisabled, and late-deafened children.

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UPCOMING NCAD BOARD MEETINGS:

Saturday, August 20th at 9 AM

Location: Division of Services for the Deaf and Hard of Hearing, Raleigh Regional Center

3060 Hammond Business Place, Suite 141

Raleigh, NC 27603

OPEN TO THE PUBLIC