Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds

Karen Garrido-Nag (Gallaudet University, USA) and James McCann (Gallaudet University, USA)
Copyright: © 2020 |Pages: 179
EISBN13: 9781799855392|DOI: 10.4018/978-1-7998-2261-5.ch008
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An increasing number of deaf and hard-of-hearing (D/HH) children live in homes where languages other than English or American Sign Language (ASL) are used. This chapter reviews issues of culture and linguistic diversity when working with D/HH multilingual learners (DMLs) from identification and early intervention through school entry. The authors will provide two case studies to explore the issues of service delivery to DMLs and their families: 1) Ji-Hun, who appears to use several spoken languages, including Korean, Japanese, and English, and 2) Ana, who is a recent immigrant to the USA and appears to use ASL, spoken Spanish, and spoken English. The discussion of these two case studies will encompass some cultural differences, including 1) openness to engagement with providers, 2) cultural beliefs about hearing loss, 3) community systems and familiar support, 4) perceptions of systems and authorities. The case studies presented are not based on actual clients but are drawn from the clinical experiences of the authors.
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