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Autor/inn/enSchwartz, Michael A.; Elder, Brent C.; Chhetri, Monu; Preli, Zenna
TitelFalling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs
QuelleIn: Education Sciences, 12 (2022), Artikel 35 (19 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Elder, Brent C.)
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2227-7102
SchlagwörterDeafness; Immigrants; Refugees; Student Needs; Equal Education; Students with Disabilities; Federal Legislation; Educational Legislation; Access to Education; English (Second Language); Special Education; Sign Language; Deaf Interpreting; Higher Education; Inclusion; Job Training; Elementary Secondary Education; Barriers; Equal Opportunities (Jobs); Student Experience; Civil Rights; Educational Attainment
AbstractMembers of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study's main findings are the deleterious effect of the home country's failure to educate their Deaf citizens, America's failure to provide accessible and effective instruction, and the combined effect of these institutional failures on the ability of Deaf New Americans to master English and find gainful employment. This article is an argument for a change in education policy that recognizes the unique nature of this community and provides for a role of Deaf educators in teaching Deaf New Americans. (As Provided).
AnmerkungenMDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
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