Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework toward Deaf Education Reform: Perspectives from Teachers of the Deaf

Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/annals/index.htm

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26

Deafness; Hearing Impairments; Students with Disabilities; Teacher Attitudes; Teaching Methods; Access to Education; Student Development; Social Development; Cognitive Development; Special Education; Educational Legislation; Barriers; Federal Legislation; Equal Education; Student Placement; Cultural Capital; Bilingualism; Early Intervention; Sign Language; Individualized Education Programs; Change Strategies; Student Rights

0002-726X
1543-0375

In U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's "Fundamentals of Defectology" (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current remedial special education model. We explore our experience as teachers of the deaf to analyze the current state of deaf education, synthesizing two core areas of Vygotskian research--sociocultural theory and deaf pedagogy--and applying them within a framework outlining characteristics of accessible educational environments that facilitate deaf children's sociocultural and intellectual development. We also examine how special education laws create barriers to implementing Vygotsky's recommendations, then offer practical, actionable solutions based on our sociocultural-constructivist deaf education synthesis. We close with suggestions for systemic change in deaf education that can provide deaf students with equitable, accessible educational environments.

As Provided

2023

EJ1388681