Current Perspectives of Teachers of the Deaf/Hard of Hearing on Bilingual-Bicultural Education.
- 作者： Harvey, Amanda.
- 其他作者：
- 出版： Ann Arbor : ProQuest Dissertations & Theses 2022
- 主題： Special education. , Bilingual education. , Multicultural education. , Disability studies. , Exceptional children , Education , Special education. , Bilingual education. , Multicultural education. , Disability studies. , Bi-Bi , Bilingual-bicultural , Deaf , Hard of hearing , Exceptional children--Education
- ISBN： 9798363517594
- URL：
數位化論文典藏聯盟
- 一般註：Source: Masters Abstracts International, Volume: 84-07. Advisor: Pedersen, Holly.
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讀者標籤：
- 系統號： 001004646 | 機讀編目格式
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摘要註
Models of education for students who are deaf or hard of hearing (DHH) have been controversial for more than a century. Historically, residential schools were where students learned American Sign Language (ASL) and Deaf culture. The bilingual bicultural (Bi-Bi) model in DHH education views ASL as a first language on which to build English skills. Changes in health care, technology advances, early identification of hearing loss, and educational legislation have resulted in the majority of students who are DHH being educated today in the general education classroom with hearing peers and increased use of listening and spoken language methods. No clear research exists identifying a "best" method for educating students who are DHH; however, it is clear that language deprivation is a threat to a child's development. The Bi-Bi model in DHH education has received renewed examination and attention due to the increasing linguistic and cultural diversity in the U.S. Little current research exists regarding how teachers of students who are DHH are being prepared to deliver services in a Bi-Bi model and their perceptions about implementing this model. This survey design study sought to gather current perspectives held by teachers of the students who are DHH relative to bilingual-bi-cultural deaf education and compare them with results of a 1997 study on the same topic. Results suggest growth in teachers’ knowledge of ASL and Deaf culture and increased acceptance of the Bi-Bi model. Challenges in implementing this model were identified. Implications for the field and teacher preparation programs are discussed.