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Deaf Culture in Inclusive Schools

Deaf Culture in Inclusive Schools

Carrie Ann Woods
Copyright: © 2022 |Pages: 15
ISBN13: 9781799881810|ISBN10: 1799881814|ISBN13 Softcover: 9781799881827|EISBN13: 9781799881834
DOI: 10.4018/978-1-7998-8181-0.ch015
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MLA

Woods, Carrie Ann. "Deaf Culture in Inclusive Schools." Deaf Education and Challenges for Bilingual/Multilingual Students, edited by Millicent Malinda Musyoka, IGI Global, 2022, pp. 321-335. https://doi.org/10.4018/978-1-7998-8181-0.ch015

APA

Woods, C. A. (2022). Deaf Culture in Inclusive Schools. In M. Musyoka (Ed.), Deaf Education and Challenges for Bilingual/Multilingual Students (pp. 321-335). IGI Global. https://doi.org/10.4018/978-1-7998-8181-0.ch015

Chicago

Woods, Carrie Ann. "Deaf Culture in Inclusive Schools." In Deaf Education and Challenges for Bilingual/Multilingual Students, edited by Millicent Malinda Musyoka, 321-335. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8181-0.ch015

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Abstract

The purpose of this chapter is to examine the culture of students who are d/Deaf and hard of hearing within the broader context of inclusive schools, specifically as demonstrated though their learning experiences, socialization, and identity issues in such an environment. The chapter will include qualitative data in the form of observations and in-depth student interviews to allow the reader insight into the shared cultural model of students who are d/Deaf and hard of hearing. The goal is to provide a holistic picture of cultural phenomena through the points of view of d/Deaf and hard of hearing students themselves. The description of the culture of this group of students may prove useful in shaping effective inclusive environments for students who are d/Deaf and hard of hearing.