A Review of Multicultural Issues in Deaf Education Research Paper by cee-cee

A Review of Multicultural Issues in Deaf Education
This paper gives an overview of multicultural issues relating to deaf education in the U.S., identifying relevant issues and citing practical implication of the current research.
# 107792 | 4,649 words | 19 sources | APA | 2008 | US
Published on Sep 12, 2008 in Education (Special) , Child, Youth Issues (General) , Education (Multiculturalism)

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This paper provides a critical review of the peer-reviewed and scholarly literature to identify relevant multicultural issues involved in the education of deaf children in the United States today. A discussion of the practical implications for a deaf education classroom based on the critical review of the literature and application of the research is provided in the conclusion.

Review and Analysis
Background and Overview
Deaf Education in a Multicultural Classroom
Steps to Improve Education in the Deaf Classroom
Conclusions and Implications for Classrooms

Sample of Sources Used:

  • Antia, S. D., & Mccain, K. G. (2005). Academic and social status of hearing, deaf and hard of hearing students participating in a co-enrolled classroom. Communication Disorders Quarterly, 27(1), 20.Authors report the findings of their study of co-enrolled classrooms where they determined the deaf students are not significantly different from their hearing peers in classroom communication and social behavior.
  • Arndt, K., Best, C., & Lieberman, L. (2002). Effective use of interpreters in general physical education. JOPERD--The Journal of Physical Education, Recreation & Dance, 73(8), 45.Authors report that deaf students who are included with the general population in schools frequently report experiencing isolation, deprivation, and ridicule from teachers and peers because they lack a common language with their hearing classmates.
  • Bat-Chava, Y., Deignan, E., Meza, C., Rosen, R. B., Sausa, A., & Shockett, S. (1999). An evaluation of a college preparatory and readiness program for deaf students. The Journal of Rehabilitation, 65(2), 51.Authors report that deaf students lag behind their hearing counterparts in reading and mathematics, with the deficit being more pronounced in reading comprehension than in mathematics computation. Furthermore, they cite studies that show that deaf youth graduate with diplomas from high schools at rates considerably lower than their hearing peers.
  • Broesterhuizen, M. (2005). Faith in deaf culture. Theological Studies, 66(2), 304.Author emphasizes that modern deaf do not consider themselves as impaired versions of people with normal hearing, nor as people with a disability or a challenge, but rather as a minority group that has its own specific language and culture.
  • Chaleff, C. D., & Ritter, M. H. (2001). The use of miscue analysis with deaf readers: The authors incorporate recent conceptualizations of the reading process and implement an alternative assessment with hearing-impaired students. The Reading Teacher, 55(2), 190.Authors report that deaf students experience difficulty tracking pronoun referents in stories and recommend that teachers recognize that direct instruction in pronominal reference is needed to help these students distinguish between the number, gender, and case of pronouns.

Cite this Research Paper:

APA Format

A Review of Multicultural Issues in Deaf Education (2008, September 12) Retrieved August 19, 2017, from http://www.academon.com/research-paper/a-review-of-multicultural-issues-in-deaf-education-107792/

MLA Format

"A Review of Multicultural Issues in Deaf Education" 12 September 2008. Web. 19 August. 2017. <http://www.academon.com/research-paper/a-review-of-multicultural-issues-in-deaf-education-107792/>