Preventing disability through understanding international megatrends in Deaf bilingual education

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Title: Preventing disability through understanding international megatrends in Deaf bilingual education
Authors: Muñoz Baell, Irma María | Álvarez-Dardet, Carlos | Ruiz-Cantero, María Teresa | Ortiz-Moncada, Rocío | Esteban, M.L. | Ferreiro Lago, Eva
Research Group/s: Salud Pública
Center, Department or Service: Universidad de Alicante. Departamento de Enfermería Comunitaria, Medicina Preventiva y Salud Pública e Historia de la Ciencia | Universidad de Alicante. Facultad de Educación
Keywords: Deaf bilingual education | International megatrends | Barriers
Knowledge Area: Medicina Preventiva y Salud Pública
Date Created: 2007
Issue Date: Feb-2008
Publisher: BMJ Publishing Group
Citation: MUÑOZ BAELL, Irma María, et al. "Preventing disability through understanding international megatrends in Deaf bilingual education". Journal of Epidemiology and Community Health. Vol. 62, No. 2 (Sept. 2008). ISSN 0143-005X, pp. 131-137
Abstract: Background: Education is a basic prerequisite for d/Deaf people’s health. Deaf education varies considerably from country to country and we still know very little about the reasons for such variation. Objective: To identify international megatrends that influence the current Deaf bilingual education move (Deaf Bilingual–Bicultural education; DBiBi) worldwide. Methods: Using the Delphi technique, 41 experts in d/ Deaf education (nine Deaf, 32 hearing) from 18 countries identified, ranked, and rated international megatrends in DBiBi education. Results: The process revealed six main essential elements of the international implementation of DBiBi education and nine main barriers against it. The top five promoting forces in that list in order of priority were: (1) societal and political changes towards a growing acceptance of diversity and Deaf issues; (2) growing Deaf activism, self-awareness and empowerment; (3) scientific research in sign linguistics and bilingualism; (4) changes in the d/Deaf educational community; and (5) international cooperation. The top five hindering forces included: (1) the view of deafness as a medical condition with a technological solution; (2) phonocentrism and societal resistance to the unknown; (3) educational and d/Deaf educational policies; (4) DBiBi education weaknesses; and (5) invisibility, heterogeneity and underperformance of the d/Deaf population. Conclusion: The results of this study reveal that social/political changes and a medical/social model of Deaf people’s health can promote or limit Deaf people’s educational options much more than changes within the education system itself, and that a transnational perspective is needed in deciding how best to support DBiBi education at a national and local level in an increasingly globalised world.
Sponsor: Spanish Medical Research Council.
ISSN: 0143-005X
DOI: 10.1136/jech.2006.059378
Language: eng
Type: info:eu-repo/semantics/article
Rights: Journal of Epidemiology & Community Health.
Peer Review: si
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