Conclusion

It has been over 30 years since foundational principles for bilingual Deaf education programs were first recommended. Here we have attempted to update and expand on those principles to provide guidelines for Deaf education teacher preparation programs that reflect the current needs and trends of Multilingual Deaf Education. We recognize that each state has their own standards and requirements for licensure. These guidelines provide recommendations for key components to incorporate into multilingual teacher preparation programs, while also allowing each program the flexibility to incorporate the recommendations in the way that works best for their program. It is our hope that faculty and administrators in teacher preparation programs will use the guidelines to improve upon an existing bilingual program, transition a program to become multilingual, or create new multilingual programs. Finally, we want to acknowledge that Multilingual Deaf Education is fluid, as we are always learning and seeking out new ways to improve. Ultimately, these guidelines can lead us as we continue to take steps toward providing equitable education. With this, we hope we can work together more collaboratively to improve the lives and educational experiences of all Deaf students across North America. It is time for change. We hope you will join us on this journey.