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Diversity in Deaf Education$
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Marc Marschark, Venetta Lampropoulou, and Emmanouil K. Skordilis

Print publication date: 2016

Print ISBN-13: 9780190493073

Published to Oxford Scholarship Online: June 2016

DOI: 10.1093/acprof:oso/9780190493073.001.0001

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From Social Periphery to Social Centrality

From Social Periphery to Social Centrality

Building Social Capital for Deaf and Hard-of-Hearing Students in the 21st Century

(p.325) 12 From Social Periphery to Social Centrality
Diversity in Deaf Education

Gina A. Oliva

Linda Risser Lytle

Mindy Hopper

Joan M. Ostrove

Oxford University Press

A focus on research, issues, and recommendations pertaining to deaf and hard-of-hearing children’s experiences in general educational environments is presented. Informal and incidental learning, pervasively available to hearing students, is frequently overlooked by those involved in placement decisions and in the overall school experience of deaf and hard-of-hearing children. Often relegated to bystander positions, deaf and hard-of-hearing students have scant access to student conversations that pervade the school day. They frequently report feelings of isolation along with sense of minimal social capital gained during their K–12 years. Recommendations are aimed at (1) adjusting school culture to the notion that deaf and hard-of-hearing students are part of the greater diversity of learners, (2) providing progressive ideas for enhanced bridging social capital with hearing classmates, and (3) increasing deaf and hard-of-hearing students’ bonding social capital with deaf and hard-of-hearing peers.

Keywords:   adolescent development, deaf, hard of hearing, identity, incidental learning, informal learning, peer relationships, social capital

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