Invited Article-It's Time to Rethink Our Future: "Radical" Perspectives on Deaf Education in the United States and Beyond.

The language wars have driven decision-making and educational options for D/deaf and hard of hearing children for over a century, yet we still have not made sufficient progress in closing the linguistic and educational gaps between D/deaf and hard of hearing children and their hearing peers. Perhaps it is time to abandon the bifurcated approach that has driven our field since the infamous Milan Conference of 1880. This commentary explores how a "Radical Middle" approach can frame the way we prepare teachers of the deaf, how we conduct and disseminate research, how we support families, and how the D/deaf and hearing communities can work together in positive and proactive ways. There is strength in unity. We are stronger as a field when we come together to support one another and find ways for collaboration and partnership across philosophical lines and communication preference.

Family-Centered and School-Based Enhancement of Listening and Spoken Language.

Children who are deaf/hard of hearing, including those from varied cultural and linguistic backgrounds, can use hearing technology to develop listening and spoken language successfully if given appropriate support. This is best accomplished by interprofessional teams providing caregivers with family-centered support from early intervention through the school-aged years. This approach is best practice because development of listening, spoken language, literacy, and social skills is most effective when caregivers are the primary communication partners and intervention agents, supported by qualified professionals. Special considerations are needed for families who have low access to services.