Societal views of Deaf people typically stem from a medical or deficit perspective, which then informs educational practices. In contrast, educational settings that embrace a cultural perspective provide visual language and strategies that can benefit all students. This article will address three common myths about American Sign Language (ASL) and Deaf people, and share research-supported pedagogical practices and recommendations on how to be an ally on behalf of Deaf people.
Bibliographical noteFunding Information:
Elaine Gale is an Assistant Professor and Coordinator of the Deaf and Hard of Hearing Teacher Preparation Program at Hunter College, City University of New York (CUNY). She is Chair of the Deaf Leadership International Alliance (DLIA); infusing diverse deaf adults throughout early intervention programs from decision-making to service provision. Her research examines oijnt ttaention, hetory fo mind, nad igsn language development. Currently, she is co-principal investigator for “Family ASL: Bimodal Bilingual Acquisition by Deaf Children of Hearing Parents” supported by the National Institute on Deafness and other Communication Disorders (NIDCD) of the National Institutes of Health (NIH).
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