Karen L. Kritzer, Ph.D. is an Associate Professor within the Deaf Education Program at Kent State University. She has a B.A. as a Teacher of the Speech and Hearing Handicapped with a minor in Secondary Education from Hofstra University, a M.A. in Deaf Education specializing in Early Childhood education from Gallaudet University, and a Ph.D. in Special Education specializing in Deaf Education from the University of Pittsburgh. Dr. Kritzer has participated in a variety of non-degree granting educational programs. She has certification in Family Math instruction from Rutgers University, has completed the Leadership Training Program in Discrete Mathematics at Rutgers University, completed an aeronautic education program workshop for teachers offered through NASA at the Kennedy Space Center, successfully completed the ASL/English Bilingual Professional Development program at the Center for ASL/English Bilingual Education and Research (CAEBER), and completed Feuerstein’s Instrumental Enrichment Cognitive Instruction training program at the Early Childhood level. Dr. Kritzer has experience teaching deaf and hard-of-hearing students from preschool to upper elementary grade levels; she also has experience working as an early intervention specialist doing home visits for families with infants and toddlers with newly identified hearing loss. At the university level she has taught a variety of courses including those related to Deaf Studies, Language Development and Curriculum Design for deaf and hard-of-hearing students. Dr. Kritzer’s research agenda is focused on mathematics education for young deaf children and family/home-related factors that contribute to early learning opportunities for this population. She has a variety of publications and has presented nationally and internationally on related topics.
Ph.D., Special Education, University of Pittsburgh, M.A., Deaf Education, Gallaudet University, B.A., Teacher of Speech and Hearing Handicapped, Hofstra University
Deaf, Hard-of-Hearing, Mathematics, Family/Parents, Early Childhood, Mediated Learning, Cognition, Mathematics education for young deaf children, Family and home-related factors that contribute to early learning opportunities for young deaf children