Recognizing diversity in deaf education

now what do we do with it?

Marc Marschark, Greg Leigh

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The history of deaf education reveals a constant competition between perspectives and wide differences of opinion about the nature of best practice. All too often, the discourse has centered on “obvious” solutions to the educational challenges faced by deaf and hard-of-hearing (DHH) learners and offers of a One True Path to better academic outcomes. These “solutions” frequently have lacked an evidence base or, at best, have been examined only for a particular subgroup of learners or those in a particular educational setting—despite the long-accepted recognition that DHH learners are extremely diverse. The current context of education for DHH learners and where it is headed is examined, emphasizing that it is time for the field to recognize that a one-size-fits-all approach to communication, school setting, or sociocultural environment simply cannot be appropriate for all or even most DHH learners.
Original languageEnglish
Title of host publicationDiversity in deaf education
EditorsMarc Marschark, Venetta Lampropoulou, Emmanouil K. Skordilis
Place of PublicationOxford ; New York
PublisherOxford University Press
Chapter18
Pages507-535
Number of pages29
ISBN (Electronic)9780190607838
ISBN (Print)9780190493073
DOIs
Publication statusPublished - Jun 2016
Externally publishedYes

Publication series

NamePerspectives on deafness

Keywords

  • deaf education
  • diversity
  • hearing loss
  • sign language
  • spoken language

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  • Cite this

    Marschark, M., & Leigh, G. (2016). Recognizing diversity in deaf education: now what do we do with it? . In M. Marschark, V. Lampropoulou, & E. K. Skordilis (Eds.), Diversity in deaf education (pp. 507-535). (Perspectives on deafness). Oxford ; New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190493073.003.0018