Abstract

The standard epistemology requires the use of hard science to gain knowledge and discover the truth. In contrast, Deaf epistemology relies heavily on personal testimonies, personal experiences, and personal accounts to document knowledge. In recent years, a number of deaf schools have adopted deaf-centric policies shaped by Deaf epistemology in an effort to improve academic performance of deaf students. Because of federal laws, all schools are now expected to show accountability in the performance of their students, with data becoming increasingly available for public scrutiny. The preliminary data from three well-known deaf schools are beginning to show that the effectiveness of deaf-centric approaches can be substantiated by the standard epistemology. For this reason, Deaf epistemology and the standard epistemology should not always be viewed as having an oxymoronic relationship.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 471-478
Launched on MUSE
2010-03-27
Open Access
No
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