Altering Practices to Include Bimodal-bilingual (ASL-Spoken English) Programming at a Small School for the Deaf in Canada

AbstractBimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G.& Knoors, H. (Eds). (2014).Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Paludneviciene& Harris, R. (2011). Impact of cochlear implants on the deaf community. In Paludneviciene, R.& Leigh, I. (Eds.),Cochlear implants evolving perspectives (pp. 3 –19). Washington, DC: Gallaudet University Press). However, there is limited research on students’ spoken language development, signed language growth, academic outcomes or the social-emotional factors associated with these programs (Marschark, M., Tang, G.& Knoors, H. (Eds). (2014).Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Nussbaum, D& Scott, S. (2011). The cochlear implant education center: Perspectives on effective educational practices. In Paludneviciene, R.& Leigh, I. (Eds.)Cochlear implants evolving perspectives (pp. 175 –205). Washington, DC: Gallaudet University Press. The cochlear implant education center: Perspectives on effective educational practices. In Paludnevicience& Leigh (Eds).Cochlear implants evolving perspectives (pp. 175 –205). Washington, DC: Gallaudet University Press; Spencer, P.& Marschark, M. (Eds.) (2010).Evidence-based practice in educating deaf and hard-of-hearing st...
Source: Journal of Deaf Studies and Deaf Education - Category: Audiology Source Type: research