In preparing the guidelines, we considered multiple theoretical perspectives that take into account language, current perspectives and pedagogy in Deaf education, and antiaudist, antibias, antiracist education. This includes the tenets from Critical Race Theory (centrality of racism in daily life; white supremacy; narratives and storytelling; interest convergence and intersectionality; see Crenshaw et al., 1995) and how they have been adapted to account for Deaf perspectives (centrality of audism; linguistic oppression; hearing supremacy; sharing narratives and coping strategies; interest convergence; and intersectionality; see Rosen, 2017), while also aligning with current effective practices and antibias and antiracist education (four goals: identity, diversity, justice and activism; see Derman-Sparks et al., 2020). Further, we use a framework for early literacy (Kuntze & Golos, 2021; see Figure 1) that aligns with the whole child approach (Slade & Griffith, 2013), along with what we currently know about the impacts of language deprivation (Hall et al., 2017).
Finally, we align with two of the five propositions in the Deaf pedagogy framework recently proposed by Skyer (2020): the adapted tools proposition and the multimodal proposition. While it is beyond the scope of this paper to go into detail about each of these theoretical perspectives, in combination they led us to develop a framework for Multilingual Deaf Education teacher preparation (see Figure 2). We use this framework as a foundation for our recommendations for key components in a Multilingual Deaf Education teacher preparation program.