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.
Department, Program, or Center
Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)
Kelly, Paul, "Philosophies and characteristics of bilingual/bicultural programs of the deaf" (2005). Thesis. Rochester Institute of Technology. Accessed from
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