Millicent Malinda Musyoka

Millicent Musyoka is an Associate Professor in the Department of Deaf Studies/Deaf Education at Lamar University. She has a Ph. D. in Deaf Education from Gallaudet University. Previously, she was a lead curriculum specialist and researcher in deaf education at the Kenya Institute of Education, Curriculum, and Research Center. Her research interests are early language and literacy development of deaf children, deaf with multiple disabilities, multicultural education, teacher training in deaf education and bilingualism, and online learning and teaching. She is currently involved in case studies focusing on teaching Deaf students with low incidence disabilities.

Publications

Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement
Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement
Millicent M. Musyoka, Guofeng Shen. © 2023. 378 pages.
Family engagement varies in education literature and often includes collaboration, involvement, and partnership. The term “family in schools” has changed to include extended...
Collaboration and Teamwork: Stories of Parent-Teacher Partnerships in the Education of the Deaf With Additional Disabilities
Collaboration and Teamwork: Stories of Parent-Teacher Partnerships in the Education of the Deaf With Additional Disabilities
Millicent Malinda Musyoka, Jane Ene Ramu, Guofeng Shen. © 2023. 47 pages.
The Individuals with Disabilities Education Act (IDEA) guarantees several safeguards to parents concerning their child's education. The safeguards include the right to their...
Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education
Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education
Millicent M. Musyoka, Guofeng Shen. © 2023. 394 pages.
In the domain of education, the crucial connection between families and professionals faces obstacles that create a gap undermining student success. The conventional family...
A CARE Model: Teachers Actively Engaging the Families of Students With Disabilities
A CARE Model: Teachers Actively Engaging the Families of Students With Disabilities
Guofeng Shen, Millicent M Musyoka. © 2023. 21 pages.
As the composition of families with children with disabilities becomes increasingly diverse, there is a need for effective continuing professional development to support teachers...
Deaf Education and Challenges for Bilingual/Multilingual Students
Deaf Education and Challenges for Bilingual/Multilingual Students
Millicent Malinda Musyoka. © 2022. 407 pages.
Biliteracy, or the development of reading, writing, speaking, listening, and thinking competencies in more than one language, is a complex and dynamic process. The process is...
Confronting Assumptions in Immigrant Multilingual Deaf Education: Redefining Deaf Education
Confronting Assumptions in Immigrant Multilingual Deaf Education: Redefining Deaf Education
Millicent Malinda Musyoka. © 2022. 21 pages.
Within the American deaf community, multilingualism is evidence among deaf individuals who use three (or more) languages daily. Despite the linguistic diversity, limited research...
Multilingual Education: Multilingual Immigrant Deaf Students in American Schools
Multilingual Education: Multilingual Immigrant Deaf Students in American Schools
Millicent Malinda Musyoka. © 2022. 22 pages.
The US government continues to ensure education access for all students. Like its predecessor, NCLB, ESSA takes an interest in the success of immigrant students. Under ESSA...
Designing an Inclusive Culturally Competent Classroom for Immigrant Deaf Students in the United States
Designing an Inclusive Culturally Competent Classroom for Immigrant Deaf Students in the United States
Millicent Malinda Musyoka, Sulaiman O. Adeoye. © 2021. 18 pages.
The population of the United States (U.S.) is changing rapidly across such categories as race, language, culture, and socioeconomics. This growing diversity extends to people who...
Mainstreamed Deaf/HH Students' Online Learning in K-12: Challenges, Opportunities, and Solutions
Mainstreamed Deaf/HH Students' Online Learning in K-12: Challenges, Opportunities, and Solutions
Millicent Malinda Musyoka, Zanthia Yvette Smith. © 2021. 21 pages.
The population of deaf/hard of hearing students attending mainstream K-12 programs continues to increase in both the US and UK, with almost 85% reported in mainstreams. With...