Deaf Teachers' Practices: Supporting and Enabling Preschool Deaf Children's Development of a Participative Identity
Morgan, Dianne Denise
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https://hdl.handle.net/2142/79822
Description
Title
Deaf Teachers' Practices: Supporting and Enabling Preschool Deaf Children's Development of a Participative Identity
Author(s)
Morgan, Dianne Denise
Issue Date
2004
Doctoral Committee Chair(s)
Jenny Singleton
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Bilingual and Multicultural
Language
eng
Abstract
In this dissertation study, I investigate the practices of possibly the first fully accessible partner as a deaf child engages in a community of practice: the deaf preschool teacher. I utilize classroom observations and interviews of three deaf teachers in which the participants were encouraged to reflect on their observed classroom practices. I found that these teachers engage deaf children in both shared and joint capacities in visually mediated ways that encourage the deaf child's self development. They treat deaf children as legitimate peripheral participants who are engaged in a learning curve that is typical rather than deficient. These deaf teachers are also participants within a supportive community of practice in a school program founded on a Bilingual-Bicultural philosophy.
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