Paul Kelly

Abstract

This study examined the pholosophies and characteristics of ten Bilingual/Bicultrual Programs of the Deaf in the nation including one in Canada. By means of a survey, five aspects bilingual/bicultural programs were investigated: (1) demographics of the deaf bilingual/bicultural programs, (2) the roles of American Sign Language (ASL) and English, (3) communication policies, (4) languages in the curriculum, and (5)the program's bilingual/bicultrual curriculum. Analysis of the responses revealed that a large percentage of teachers was deaf in bilingual/bicultrual programs. American Sign Language was recognized as the most appropriate and accessible language for deaf children and teachers and teacher aids/assistants were expected to use it as the main language of instruction. All programs recognized ASL and English as equal but separate languages.

Publication Date

9-12-2005

Document Type

Thesis

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Albertini, John

Advisor/Committee Member

Christie, Karen

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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