American Sign Language intervention with deaf children of monolingual Hispanic families: A case study
| dc.contributor.advisor | Supalla, Samuel J. | en_US |
| dc.contributor.author | Pollisco, Mary Jane, 1964- | |
| dc.creator | Pollisco, Mary Jane, 1964- | en_US |
| dc.date.accessioned | 2013-04-03T13:18:06Z | |
| dc.date.available | 2013-04-03T13:18:06Z | |
| dc.date.issued | 1992 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278248 | |
| dc.description.abstract | Deaf children of monolingual Hispanic families possess unique linguistic needs and are recognized as a "minority within a minority" because of their unique language situation, in which case, American Sign Language (ASL), is not available in their environment, and both Spanish and English are essentially spoken languages and not accessible to them. In order to develop a strong language foundation, deaf children need exposure to ASL. Moreover, their own parents, if non-signing, also need exposure to ASL to serve as a language model and to maintain reciprocal and effective communication. A formal signed language intervention program is critical for deaf children and their families of non-English-speaking backgrounds. In response to the linguistic and educational challenge posed by Hispanic deaf children, a complete approach has been developed and utilized in this case study. The ASL intervention project is especially designed to explore the feasibility and outcome of this study in meeting the unique linguistic needs of the Hispanic deaf child and the family. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Bilingual and Multicultural. | en_US |
| dc.subject | Education, Special. | en_US |
| dc.title | American Sign Language intervention with deaf children of monolingual Hispanic families: A case study | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1351335 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b2686812x | en_US |
| refterms.dateFOA | 2018-07-06T08:01:11Z | |
| html.description.abstract | Deaf children of monolingual Hispanic families possess unique linguistic needs and are recognized as a "minority within a minority" because of their unique language situation, in which case, American Sign Language (ASL), is not available in their environment, and both Spanish and English are essentially spoken languages and not accessible to them. In order to develop a strong language foundation, deaf children need exposure to ASL. Moreover, their own parents, if non-signing, also need exposure to ASL to serve as a language model and to maintain reciprocal and effective communication. A formal signed language intervention program is critical for deaf children and their families of non-English-speaking backgrounds. In response to the linguistic and educational challenge posed by Hispanic deaf children, a complete approach has been developed and utilized in this case study. The ASL intervention project is especially designed to explore the feasibility and outcome of this study in meeting the unique linguistic needs of the Hispanic deaf child and the family. |
