Article
The Power of Spoken Language in Schools and Deaf Students Who Sign
International Journal of Humanities and Social Science
(2012)
Abstract
Subject to critical policy analysis is how spoken language, which dominates the American landscape, affects the
education of deaf students. Regardless of efforts in special education and increased awareness about American
Sign Language (ASL), deaf students continue to experience reading difficulties. Integration in regular public
schools complicates the situation, as deaf students need an alternative pedagogy for reading development through
ASL. Discussion also focuses on lack of attention to the signed language, reflecting spoken language biases.
These include the declining socialization opportunities as well as ASL acquisition as deaf students are placed
with non-disabled, non-signing peers in schools. As part of boosting the value of ASL, the concept of linguistic
accessibility is examined through historical accounts of widespread signed language use on Martha’s Vineyard.
This is followed with a review of progressive signed language policy in New Zealand, the creation of signed
language schools, and signed language proliferation through education.
Keywords
- Signed Language Policy,
- Deaf/Special Education,
- Universal Design,
- Language Power,
- Audism
Disciplines
Publication Date
December, 2012
Citation Information
Jody H Cripps and Samuel J Supalla. "The Power of Spoken Language in Schools and Deaf Students Who Sign" International Journal of Humanities and Social Science Vol. 2 Iss. 16 (2012) p. 86 - 102 Available at: http://works.bepress.com/jody-cripps/35/