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Educating Deaf LearnersCreating a Global Evidence Base$
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Harry Knoors and Marc Marschark

Print publication date: 2015

Print ISBN-13: 9780190215194

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780190215194.001.0001

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Responding to Cultural and Linguistic Diversity Among Deaf and Hard-of-Hearing Learners

Responding to Cultural and Linguistic Diversity Among Deaf and Hard-of-Hearing Learners

Chapter:
(p.69) 4 Responding to Cultural and Linguistic Diversity Among Deaf and Hard-of-Hearing Learners
Source:
Educating Deaf Learners
Author(s):

Greg Leigh

Kathryn Crowe

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190215194.003.0004

This chapter considers cultural and linguistic diversity among deaf and hard-of-hearing learners. This diversity requires an inclusive and socially just approach to education, based on acknowledging and accommodating the cultural identities of these students and fostering their acquisition and use of whichever languages accord with those identities. Professionals who work with learners with hearing loss need to be culturally competent. They must be knowledgeable about and sensitive to the issues likely to arise in multicultural, multilingual, or cross-cultural teaching and learning contexts, and they must examine their own attitudes, values, and beliefs about people from other cultures and linguistic backgrounds. The chapter highlights the importance of these two broad tasks and discusses useful strategies and resources. The implications for professional practice in early intervention and education are considered, particularly in regard to supporting the family’s intentions in regard to their children’s use of multiple languages at home and at school.

Keywords:   cultural diversity, linguistic diversity, deaf, hard of hearing, cultural competence, multilingual, multicultural, education

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