Determining Language and Inclusion for Deaf-Plus Children

Autor/inn/en	Singer, Steven James; Cacciato, Kimberly; Kamenakis, Julianna; Shapiro, Allison
Titel	Determining Language and Inclusion for Deaf-Plus Children
Quelle	In: International Electronic Journal of Elementary Education, 13 (2020) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Singer, Steven James) ORCID (Cacciato, Kimberly) ORCID (Kamenakis, Julianna) ORCID (Shapiro, Allison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Deafness; Hearing Impairments; Inclusion; Comorbidity; Multiple Disabilities; Sign Language; Parent Attitudes; Decision Making; Influences; Interpersonal Communication; Language Usage; Family Environment; Educational Environment; Student Characteristics; Student Needs; Physical Health; Medical Services; Access to Education; Equal Education + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Inklusion; Multiple disability; Mehrfachbehinderung; Gebärdensprache; Elternverhalten; Decision-making; Entscheidungsfindung; Influence; Einfluss; Einflussfaktor; Interpersonale Kommunikation; Sprachgebrauch; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gesundheitszustand; Arzt; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Educators have long argued about the best ways for Deaf children to communicate and how they should be educated. The two notions are inseparable for Deaf students who most often learn language at school. Since the passing of IDEA, most Deaf students have moved from segregated schools to their neighborhood schools where all students might benefit from learning and socializing together--the foundations of inclusion. Might inclusion for Deaf students with multiple disabilities mean something different? In this ethnography, the authors examined the experiences of six families that had school-aged children who were Deaf-Plus and used signed language to communicate. Research questions included: (1) what were the experiences of parents navigating communication and education for their children; and (2) what did inclusion mean for their children? Data collection included: Semi-structured interviews, participant observations, and focus groups. The team developed three themes: (1) External Influences on Parent's Decision-Making Regarding Language and Communication; 2) Language and Communication Varies Among Deaf-Plus Children and Their Family Members; and (3) Struggling to Determine and Secure an Inclusive and Productive Learning Environment for Their Deaf-Plus Children. It behooves educators to consider how students' individual characteristics might benefit learning and create improved inclusive experiences. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01