Deaf students in the classroom, inclusive bilingual education: systematic review

Authors

  • Pedro de la Paz Elez Universidad de Castilla-La Mancha (UCLM)
  • Vicenta Rodríguez Martín Universidad de Castilla-La Mancha (UCLM)

DOI:

https://doi.org/10.37467/revhuman.v11.4018

Keywords:

Bilingual programs, Deaf students, Sing language, Inclusive Schools, Inclusive education, Factors that favor learning, Factors that hinder learning

Abstract

This qualitative research carries out a systematic review to find out what are the factors that hinder and favor the learning process of bilingual deaf students in primary school. This work follows the guidelines of the PRISMA statement. The databases consulted have been Web of Science, Scopus, ERIC and Google Scholar, reviewing a total of 190 empirical studies, in Spanish and English, between the years 1997 and 2021. The results obtained show that there are few publications in this regard and there is evidence the need to publicize the situation of this group in order to continue advancing and educating.

References

Aguilera E., R. (2014). ¿Revisión sistemática, revisión narrativa o metaanálisis? Rev. Soc. Esp. Dolor, 21(6), 359-360.

Ainscow, M. (2008). Understanding the development of inclusive schools. London: Falmer Press (2ª ed).

Andrews, J. F., Ferguson, C., y Roberts, S. (1997). What’s up, Billy Jo? Deaf children and bilingual instruction in east-central Texas. American Annals of the Deaf, 142, 16–25.

Arbeláez, M., y Onrubia, J. (2014). Análisis bibliométrico y de contenido. Dos metodologías complementarias para el análisis de la revista colombiana Educación y Cultura. Revista de Investigaciones UCM, 14(23), 14 - 31.

Baell, Irma y Alvarez-Dardet, Carlos y Cantero, Ma y Ferreiro-Lago, Emilio y Fernandez, Eva. (2013). Deaf Bilingual Education: Key Tenets For Strategic Change. Revista de Educación (Madrid), 403-428. 10.4438/1988-592X-RE-2011-361-150.

Batamula, C. (2019). Albuquerque sign language academy: A dual language approach to serving students with diverse backgrounds and abilities. Century Foundation: New York.

Booth, T. (1999). Viewing Inclusion from a Distance: Gaining Perspective from Comparative Study. Support for Learning, 14, 4, 164-168.

Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27-40.https://doi 10.3316/QRJ0902027.

Cannon, J. E., Guardino, C. y Gallimore, E. (2016). A new kind of heterogeneity: What we can learn from d/deaf and hard of hearing multilingual learners. American Annals of the Deaf, 161(1), 8–16. https://doi.org/10.1353/aad.2016.0015

Cicourel, A. V, y Boese, R. J. (1972). Sign language acquisition and the teaching of deaf children. In C. Cazden, V. P. John, y D. Hymes (Eds.), Functions of language in the classroom. New York: Teacher’s College, Columbia.

Confederación Estatal de Personas Sordas. (2014). La lengua de signos española hoy: informe de la situación de le lengua de signos española. Madrid: Real Patronato sobre Discapacidad.

Confederación Estatal de Personas Sordas. (2019). El alumno Sordo reclama sus derechos. Faro. La revista de todas las personas sordas, 1-56.

Convención de la Organización de las Naciones Unidas sobre los Derechos de las Personas con Discapacidad (CDPD) (2008). BOE 21 de abril de 2008. https://www.boe.es/boe/dias/2008/04/21/pdfs/A20648-20659.pdf

Domínguez, A. B. (2017). Educación para la inclusión de alumnos sordos. Revista Latinoamericana de Educación Inclusiva, 3(1), 45-61.

Echeita, G. (2006). Educación para la inclusión o Educación sin exclusiones. Madrid: Nancea.

Erting, C. (1982/1994). Deafness, communication, and social identity: Ethnography in a preschool for deaf children. Linstok Press dissertation series. Burtonsville, MD: Linstok Press.

Esteve, N. (2015). La inclusión educativa del niño sordo en el aula ordinaria de segundo ciclo de educación infantil. Lleída: Universidad de la Rioja.

Fernandes, J. K. (1997). Deaf Education: A State of Emergency. Washington D. C.: Laurent Clerc National Deaf Education Center Gallaudet University.

González-Montesino, R. H., & Espada, R. M. (2020). Espacios universitarios de aprendizaje inclusivos, bilingües y multimodales: el caso del alumno sordo signante. Revista de Estilos de Aprendizaje, 70-83.

González, R., Medina, M. d., & Domínguez, M. (2016). Ventajas del tratamiento inclusivo de la diversidad: perspectivas de los principales agentes encargados de su desarrollo. Enseñanza y Teaching, 131-148.

Jokinen, M. (2018). Inclusive Education--A Sustainable Approach? American Annals of the Deaf, 163(1), 70–77. https://doi.org/10.1353/aad.2018.0012

Kyle, J. G. y Allsop, L. (Eds.). (1998). Sign on Europe. A Research Project on the Status of Sign Language. Version 2.0. December 1997. Chippenham (United Kingdom): Anthony Rowe Ltd.

Komesaroff, L. (2004). Allegations of Unlawful Discrimination in Education: Parents Taking Their Fight for Auslan to the Courts. Journal of Deaf Studies y Deaf Education, 9(2), pp210-218. https://doi.10.1093/deafed/enh022

Kourbetis, V., Hatzopoulou, M., Spyridoula, K., Konstantinos, B., y Gelastopoulou, M. (2017). Teaching European Sign Languages as a First Language: Can They Be Taught without the Use of Ict? ICICTE Proceedings, 139–149.

Kristoffersen, A.-E., y Simonsen, E. (2014). Exploring letters in a bimodal, bilingual nursery school with deaf and hearing children. European Early Childhood Education Research Journal, 22(5), 604–620. https://doi.org/10.1080/1350293X.2014.969082

Last, J. M. (2001). A dictionary of epidemiology. Oxford: University Press.

Leigh, I. W., y Andrews, J. F. (2016). Deaf people and society: Psychological, sociological, and educational perspectives, second edition. Deaf people and society: Psychological, sociological and educational perspectives, second edition (pp. 1-336). https://doi.10.4324/9781315473819

Ley 27/2007, de 23 de octubre, por la que se reconocen las lenguas de signos españolas y se regulan los medios de apoyo a la comunicación oral de las personas sordas, con discapacidad auditiva y sordociegas. https://www.boe.es/buscar/act.php?id=BOE-A-2007-18476

Lytle, R. R. y Rovins, M. R. (1997). Reforming Deaf Education. A Paradigm Shift from How to Teach to What to Teach. American Annals of the Deaf, 142, 1, 7-15.

Lynch, J. (2001). Inclusion in Education: The Participation of Disabled Learners; World Education Forum. Education for All 2000 Assessment; 26-28 de abril; Dakar (Senegal). Francia: Unesco. Ed. 2001/WS/24.

Marchesi, Á. (2012). Conferencia Psicología del desarrollo y educación. IIPSI, 281-301.

Meadow-Orlans, K. P. (2001). Research and Deaf Education: Moving Ahead While Glancing Back. Journal of Deaf Studies and Deaf Education, primavera, 6, 2, 143-148.

Michailakis, D. (1997). Government Action on Disability Policy. A Global Survey. Estocolmo: Fritzes Kundtjänst.

Mitchiner, J., Batamula, C., y Kite, B. J. (2018). Hundred Languages of Deaf Children: Exploring the Reggio Emilia Approach in Deaf Education. American Annals of the Deaf, 163(3), 294–327. https://doi.org/10.1353/aad.2018.0021

Moreno, B., Muñoz; M., Cuellar, J., Domancic, S. y Villanueva, J. (2018). Revisiones Sistemáticas: definición y nociones básicas. Rev. Clin. Periodoncia Implantol. Rehabil. Oral, 11 (3); 184-186, 2018

Mosquera, Ó. A., Cárdenas, M. L., y Nieto, M. C. (2018). Pedagogical and Research Approaches in Inclusive Education in ELT in Colombia: Perspectives From Some Profile Journal Authors. Profile: Issues in Teachers’ Professional Development, 20(2), 231–246. https://doi.org/10.15446/profile.v20n2.72992

Muñoz, I. M., Álvarez-Dardet, C., Ruiz, M. T., Ferreiro, E., & Aroca, E. (2013). Educación bilingüe del alumnado sordo: pilares para un cambio estratégico. Revista de Educación, 403-428.

Nover, S. M. y Andrews, J. F. (2000). Critical Pedagogy in Deaf Education: Teachers’ Reflections on Creating a Bilingual Classroom for Deaf Learners. Year 3 Report (1999-2000). USDLC Star Schools Project Report (3). New Mexico School for the Deaf: México. https://files.eric.ed.gov/fulltext/ED450534.pdf

ONU (1993). Normas Uniformes sobre la Igualdad de Oportunidades para las Personas con Discapacidad. 20 de diciembre de 1993. Resolución 48/96. https://n9.cl/qso7

OMS, Europa (1999). HEALTH 21. The health for all policy framework for the WHO European Region. Copenhague: WHO Library Cataloguing in Publication Data.

Par, C. y Kyu, C. S. (2014). The Study on Comparison of Special and General Class Teachers’ Perception toward Deaf Culture. Journal of Special Education: Theory and Practice, 15 (1), 55-57.

Peluso, L. (2018). Apuntes para repensar la inclusión educativa. Tópos, para un debate de lo educativo, 49-55.

Powers, S. (1996). Inclusion is an attitude not a place: Part I. Journal of the British Association of the Teachers of the deaf, 20(2), 35-41.

Preisler, G. (1983). Deaf children in communication: A study of communicative strategies used by deaf children in social interactions. Thesis/dissertation. Stockholm Universitet, Stockholm.

Rhoten, C. (2012). Evidence and evolution: research and teachers’ intuition lead to a bilingual program. https://files.eric.ed.gov/fulltext/EJ976483.pdf

Simonsen, E., Kristoffersen, A.-E., Hyde, M. B., y Hjulstad, O. (2009). Great Expectations: Perspectives on Cochlear Implantation of Deaf Children in Norway. American Annals of the Deaf, 154(3), 263–273. https://doi.org/10.1353/aad.0.0103

Snoddon, K. y Joseph J. Murray, J. J. (2019). Declaración de Salamanca y educación en lenguaje de señas para estudiantes sordos 25 años después. Revista Internacional de Educación Inclusiva, 23: 7-8, 740-753. https://doi:10.1080 / 13603116.2019.1622807

Subramaniam, M., Oxley, R., y Kodama, C. (2013). School Librarians as Ambassadors of Inclusive Information Access for Students with Disabilities. School Library Research, 16, 1–34.

Unicef (1999). Children with Disabilities. Education Update, 2, 4. — (2001). Exclusion-Inclusion. Education Update, 4, 1.

Unicef (2001). Exclusion-Inclusion. Education Update, 4, 1.

Urrútia, G. y Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507-511. https://doi:10.106/j.medcli.2010.01.015

Valente, J. (2017). Rethinking Inclusion as Mundanity: Insights from an Experimental Bilingual Kindergarten Classe LSF at École Maternelle Gabriel Sajus in France. Early Childhood Education Journal, 45(4), 553–562. https://doi.org/10.1007/s10643-016-0814-x

Villamón, M., Job, I., Valenciano-Valcárcel, J. y Devís-Devis, J. (2012). Estudio comparativo en cinco revistas de Ciencias del Deporte indizadas en WoS. Revista de Psicología del Deporte, 21(2), 281-287.

Downloads

Published

2022-12-15

How to Cite

de la Paz Elez, P. ., & Rodríguez Martín, V. . (2022). Deaf students in the classroom, inclusive bilingual education: systematic review. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 13(2), 1–11. https://doi.org/10.37467/revhuman.v11.4018

Issue

Vol. 13 No. 2 (2022): Monograph: "New Teaching Languages"

Section

Research Articles (Special Issue)

License

Those authors who publish in this journal accept the following terms:

  1. Authors will keep the moral right of the work and they will transfer the commercial rights.
  2. After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
  3. In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org