Abstract

The article begins with a discussion of the sociocultural model of a deaf child as a member of a bilingual minority and examines its implications for deaf education. A case is made for recognizing ethnic diversity within the deaf community in designing and implementing educational programs and policies that strengthen the self-identities of deaf children. Several issues related to the accommodation of the diversity of deaf learners are discussed illustrating how such accommodation would enhance their educational experiences. The use of technology, its potential to accommodate diverse deaf learners, and its influence on the deaf community are also discussed.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 72-79
Launched on MUSE
2012-07-11
Open Access
No
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