Abstract

The whole language philosophy is having an impact not only in general education but in the education of deaf children as well. Many of the practices derived from this philosophy are beneficial for all children. Yet, because most deaf children have tremendous difficulty in acquiring English literacy, a more direct approach to teaching them may be warranted in many cases. The field of deaf education would be better served if, rather than moving from one trend in general education to another, we first took into account the special needs of deaf learners and then worked systematically and deliberately to build a knowledge base of the most effective practices for promoting literacy.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 278-282
Launched on MUSE
2013-04-22
Open Access
No
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