mirage

Deaf Bilingual Education: A Comparison Of The Academic Performance Of Deaf Children Of Deaf Parents And Deaf Children Of Hearing Parents

DSpace/Manakin Repository

Show simple item record

dc.contributor.advisor murtadha, khaula en_US
dc.contributor.author Geeslin, Joseph David en_US
dc.date.accessioned 2010-06-01T17:58:09Z
dc.date.available 2027-02-01T18:58:09Z
dc.date.available 2012-01-23T18:50:55Z
dc.date.issued 2010-06-01T17:58:09Z
dc.date.submitted 2007 en_US
dc.identifier.uri http://hdl.handle.net/2022/7259
dc.description Thesis (EdD) - Indiana University, School of Education, 2007 en_US
dc.description.abstract This study examined the impact of the bilingual/bicultural deaf educational (ASL/English) philosophy on academic performance. The academic performance of deaf and hard-of-hearing students (N-182) was made available from the Indiana School for the Deaf (ISD) which has adopted a bilingual philosophy. It has long been known that deaf children of deaf parents have had superior academic performance when compared with deaf children of hearing parents (Israelite, et al, 1989; Strong & Prinz, 2000; Wilbur, 2000). One would then predict that the espousal of the bilingual philosophy should raise the academic performance of deaf children of hearing parents, placing them on par with deaf children of deaf parents. This study used the bilingual/ESL framework of Nover, et al (1998) to examine the effectiveness of the bilingual/bicultural philosophy used at the Indiana School for the Deaf. The performance of deaf and hard-of-hearing students from the 1995-1996 and 2002- 2003 school years was collected, including Reading Comprehension and Total Language subtests of the SAT-HI. A significant reduction was found in the gap between the academic performance of deaf children of deaf parents and deaf children of hearing parents during the 2002-2003 school year. The results suggest that a school, such as the Indiana School for the Deaf, may attempt to imitate the enriched home environment of deaf children of deaf parents in the educational setting. This allows the deaf community to shape the educational experience and optimize the advantages that deaf children of deaf parents have to open the doors of success to deaf children of hearing parents. en_US
dc.language.iso EN en_US
dc.publisher [Bloomington, Ind.] : Indiana University en_US
dc.rights Creative Commons Attribution 3.0 Unported
dc.subject deaf children of hearing parents en_US
dc.subject Bilingual en_US
dc.subject deaf en_US
dc.subject Deaf Education en_US
dc.subject ASL en_US
dc.subject deaf children of deaf parents en_US
dc.subject.classification Education, Curriculum and Instruction (0727) en_US
dc.subject.classification Education, Special (0529) en_US
dc.subject.classification Education, Bilingual and Multicultural (0282) en_US
dc.title Deaf Bilingual Education: A Comparison Of The Academic Performance Of Deaf Children Of Deaf Parents And Deaf Children Of Hearing Parents en_US
dc.type Doctoral Dissertation en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search IUScholarWorks


Advanced Search

Browse

My Account

Statistics