Six Arguments for Vygotskian Pragmatism in Deaf Education: Multimodal Multilingualism as Applied Harm Reduction

Autor/inn/en	Scott, Jessica; Henner, Jon; Skyer, Michael E.
Titel	Six Arguments for Vygotskian Pragmatism in Deaf Education: Multimodal Multilingualism as Applied Harm Reduction
Quelle	In: American Annals of the Deaf, 168 (2023) 1, S.56-79 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Students with Disabilities; Access to Education; Equal Education; Attitudes toward Disabilities; Special Education; Student Needs; Interaction; Sign Language; Interpersonal Communication; Language Usage; Pragmatics + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Interaktion; Gebärdensprache; Interpersonale Kommunikation; Sprachgebrauch; Pragmalinguistik
Abstract	Deaf education research and practice have not always lived up to the ideal of improving deaf students' lives. Consequently, we have constructed novel arguments supporting deaf pedagogy using pragmatic ethics, the aim of which is to increase benefit and decrease harm to individuals and society. The ideal of "harm reduction" asks the pragmatist to pursue the path of action least likely to result in injury to others. Besides applying ideas that reduce harm, educators must also increase benefits for deaf students. Our analysis synthesizes Vygotskian perspectives on deaf pedagogy and pragmatic ideals about reducing harm and increasing benefit. We propose six arguments that can enable deaf educators to think about and enact deaf-positive concepts and strengths-based classroom interactions, including the use of sign language, images, and text, among other modes, such as speech. Our goal is to reduce the threat of harm from language deprivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01