Abstract

Deaf education aims to address the educational, linguistic, cultural, and social needs of students who are deaf or hard-of-hearing by providing a continuum of services based on their individual needs. In the United States, deaf education dates back to the 1800s when both oral and manual methods of instruction were imported from Europe. There are three main communication methods used in the education of deaf and hard-of-hearing students: (1) the oral approach, also known as the listening and spoken language method, emphasizes the use of hearing amplification technology (hearing aids and cochlear implants) in order to develop spoken language skills; (2) the Total Communication approach advocates for the use of multiple means of communication, including signing that follows English word order, speaking, lip reading, listening via amplification technology, and finger spelling, to address the students’ needs; (3) the bilingual-bicultural approach, also known as the American Sign Language (ASL)/English bilingual approach, and sign bilingualism outside of the United States, adheres to the principles of additive bilingualism and aims to develop proficiency in a signed and a spoken language. Controversy over which approach is most appropriate to educate deaf and hard and hearing children persists to this day. Schools where students who are deaf or hard-of-hearing are educated vary depending on the level of integration they have with hearing students.