Abstract

The authors use elements of social capital theory to explore the rapidly changing landscape of deaf education in America. They suggest that the formation of relationships, and networks of relationships, between deaf students and adults has a value that often goes undetected or un-derappreciated in deaf education. The authors point out that social capital theory, as applied to deaf education, generates a number of potentially productive areas for improving outcomes among deaf students, and for future research in the field. The article includes discussion of a number of positive steps to promote bridging social capital among deaf students.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 275-284
Launched on MUSE
2008-08-07
Open Access
No
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