Bilingualism &amp; Deafness: An Annotated Bibliography

Lucas, Ceil; Aramburo, Anthony; Cerney, Brian; Jacobowitz, Lynn; Levine, Patti; Patschke, Cynthia; Riley, Brian T.; Ward, Julie Ann

doi:10.1353/sls.1987.0006

Cited by 4 publications

(1 citation statement)

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“…Several experiences in different parts of the world have proved encouraging and have shown how it is possible to advance in the right direction. A new model of education was initiated in northern European countries in the early 1980s and since then has become a widely-accepted practical option in many countries for the education of deaf children (Tervoort 1983;Luetke-Stahlman 1983;Kyle 1987;Lucas 1987). Table 6.4 contains some basic readings on this model of education and the way it has been put into practice in different parts of the world.…”

Section: General Overview and Present Situation Of Health And Educatimentioning

confidence: 99%

Rethinking Deaf Learners’ Education: A Human Rights Issue

Munoz-Baell

Álvarez-Dardet

Ruiz-Cantero

et al. 2012

Handbook of Children With Special Health Care Needs

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How can deaf children's health be promoted through education in schools? To what extent does deaf children's education benefit their state of health? Why is a broad-based approach bringing together Health for All, Education for All and Millennium Development Goals preferable to a single intervention strategy? Health and basic education are fundamental human rights. Though they are essential in sustainable human and social development, a majority-perhaps as many as 90%-of the 70 million deaf people in the world have never attended school and are therefore functionally illiterate. Only a few countries provide bilingual education in sign language(s) and oral language(s) for deaf children, and only in some schools. Why is this so? These excluded persons can only be reached through innovative approaches in which society as a whole and deaf community members in particular can fully and effectively participate and a wide range of different sectors can work together. Unless there is a radical change of perspective, the health and education will not be available to ALL, and therefore social inequalities will increase rather than decrease. This chapter is concerned with this and other topics related to health, education, bilingualism, sign languages, and the cultural identity of deaf communities.

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Section: General Overview and Present Situation Of Health And Educatimentioning

confidence: 99%