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Bilingualism and Bilingual Deaf Education$
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Marc Marschark, Gladys Tang, and Harry Knoors

Print publication date: 2014

Print ISBN-13: 9780199371815

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199371815.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 19 June 2021

Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-enrollment Environment

Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-enrollment Environment

Chapter:
(p.342) 14 Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-enrollment Environment
Source:
Bilingualism and Bilingual Deaf Education
Author(s):

Kun-man Chris Yiu

Gladys Tang

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199371815.003.0014

This chapter reports a study that assessed the social integration of a group of deaf and hard-of-hearing (DHH) and hearing students “co-enrolled” in a mainstream setting in Hong Kong that adopts the philosophies and practices of sign bilingualism in deaf education. Psychosocial measures were used to evaluate peer relationships and hearing students’ attitudes toward DHH students, as well as DHH students’ attitudes toward their own deafness. Results are generally quite encouraging, as scores indicating positive social attitudes were obtained on most measures, as well as in the peer ratings of DHH and hearing students toward each other. That peer ratings correlated with positive attitudes toward deafness by DHH students and positive attitudes toward DHH students by hearing students offers a promising note that combining sign bilingualism and co-enrollment in mainstream, inclusive education may be a feasible option in raising and educating DHH students.

Keywords:   sign bilingualism, co-enrollment, social integration, psychosocial measures, deaf education, mainstream education

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