American Sign Language Interpreters in Public Schools: An Illusion of Inclusion that Perpetuates Language Deprivation

Autor/a: CASELLI, Naomi K.; HALL, Wyatte C.; HENNER, Jonathan
Año: 2020
Editorial: Matern Child Health, 24 (11) pp. 1323-1329
Tipo de código: Copyright
Soporte: Digital




Many deaf children have limited access to language, spoken or signed, during early childhood - which has damaging effects on many aspects of development. There has been a recent shift to consider deafness and language deprivation as separate but related conditions. As such, educational plans should differentiate between services related to deafness and services related to language deprivation.