Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework toward Deaf Education Reform: Perspectives from Teachers of the Deaf

Autor/inn/en	Potier, Katie R.; Givens, Heidi
Titel	Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework toward Deaf Education Reform: Perspectives from Teachers of the Deaf
Quelle	In: American Annals of the Deaf, 168 (2023) 1, S.102-127 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Students with Disabilities; Teacher Attitudes; Teaching Methods; Access to Education; Student Development; Social Development; Cognitive Development; Special Education; Educational Legislation; Barriers; Federal Legislation; Equal Education; Student Placement; Cultural Capital; Bilingualism; Early Intervention; Sign Language; Individualized Education Programs; Change Strategies; Student Rights + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Entwicklung; Kognitive Entwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht; Schülerpraktikum; Bilingualismus; Gebärdensprache; Individualized education program; Individualisierendes Lernen; Lösungsstrategie
Abstract	In U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's "Fundamentals of Defectology" (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current remedial special education model. We explore our experience as teachers of the deaf to analyze the current state of deaf education, synthesizing two core areas of Vygotskian research--sociocultural theory and deaf pedagogy--and applying them within a framework outlining characteristics of accessible educational environments that facilitate deaf children's sociocultural and intellectual development. We also examine how special education laws create barriers to implementing Vygotsky's recommendations, then offer practical, actionable solutions based on our sociocultural-constructivist deaf education synthesis. We close with suggestions for systemic change in deaf education that can provide deaf students with equitable, accessible educational environments. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/annals/index.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01