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Drowning in the Mainstream: The Expe...

Wong, William Wai-Lun.

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Drowning in the Mainstream: The Experience of Deaf Students in Mainstream Versus Bilingual/Bicultural Deaf Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Drowning in the Mainstream: The Experience of Deaf Students in Mainstream Versus Bilingual/Bicultural Deaf Education./
Author:	Wong, William Wai-Lun.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	131 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687807
ISBN:	9798380378697

Drowning in the Mainstream: The Experience of Deaf Students in Mainstream Versus Bilingual/Bicultural Deaf Education.
Wong, William Wai-Lun.

Drowning in the Mainstream: The Experience of Deaf Students in Mainstream Versus Bilingual/Bicultural Deaf Education. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 131 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ed.D.)--California State University, East Bay, 2023.

This item must not be sold to any third party vendors.

Language deprivation occurs because the majority of Deaf students are not born into homes where sign language is used and/or are not taught or not allowed to use sign language, the only language that is readily accessible to them. Instead, they are forced to use less effective communication techniques. When Deaf child who has experienced this language deprivation enters a school or a program for Deaf children at age four or five (or sometimes even later), they often do not have language or access to language. As a result of this delay in language acquisition, most of these students continue to struggle throughout their schooling, including many who are still almost illiterate after graduation from high school (Patterson, 2015). Typically, their reading and writing skills are below their hearing peers' standard by five or more years (Cruz, 2013). Some Deaf students are able to overcome this initial language deprivation when they transfer to a more accommodating and specialized school (i.e., a state school for Deaf children).This is a study about how several language-deprived Deaf students experienced insurmountable challenges in mainstream school and then transferred to and thrived in a school that utilized a bilingual and bicultural-based (BiBi) educational model. I present the experiences of these Deaf students in their own words to put a spotlight on the{A0}continual oppression and harm they and their families experienced due to mainstreaming practices that were in stark contrast to the full development they experienced once they transferred to the BiBi program and were allowed to communicate and learn in a fully accessible language. This study gives voices to their areas of struggles, successes, supports, and barriers.

ISBN: 9798380378697Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Audism

Drowning in the Mainstream: The Experience of Deaf Students in Mainstream Versus Bilingual/Bicultural Deaf Education.
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500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Dailey, Ardella;Haas, Eric.
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506 $a This item must not be sold to any third party vendors.
520 $a Language deprivation occurs because the majority of Deaf students are not born into homes where sign language is used and/or are not taught or not allowed to use sign language, the only language that is readily accessible to them. Instead, they are forced to use less effective communication techniques. When Deaf child who has experienced this language deprivation enters a school or a program for Deaf children at age four or five (or sometimes even later), they often do not have language or access to language. As a result of this delay in language acquisition, most of these students continue to struggle throughout their schooling, including many who are still almost illiterate after graduation from high school (Patterson, 2015). Typically, their reading and writing skills are below their hearing peers' standard by five or more years (Cruz, 2013). Some Deaf students are able to overcome this initial language deprivation when they transfer to a more accommodating and specialized school (i.e., a state school for Deaf children).This is a study about how several language-deprived Deaf students experienced insurmountable challenges in mainstream school and then transferred to and thrived in a school that utilized a bilingual and bicultural-based (BiBi) educational model. I present the experiences of these Deaf students in their own words to put a spotlight on the{A0}continual oppression and harm they and their families experienced due to mainstreaming practices that were in stark contrast to the full development they experienced once they transferred to the BiBi program and were allowed to communicate and learn in a fully accessible language. This study gives voices to their areas of struggles, successes, supports, and barriers.
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