• Early childhood education and care discourse on inclusion and ‘supports’ presents parents of young deaf children with false options regarding language learning that are not in the best interests of deaf children.
  • The authors argue that the social relational model of deaf childhood can account for differences in children and their communities.
  • The first author’s research, presented here, describes the process of developing an intensive American Sign Language (ASL) curriculum for parents of young deaf children. This curriculum is aligned with the Common European Framework of Reference for Languages (CEFR; Snoddon 2015).
  • The research shows how the social relational model can be put into action for the parents of different deaf children.
Additional Metadata
Publisher Palgrave Macmillan UK
Persistent URL dx.doi.org/10.1057/978-1-137-54446-9_8
Citation
Snoddon, K, & Underwood, Kathryn. (2017). The Social Relational Model of Deaf Childhood in Action. In The Palgrave Handbook of Disabled Children’s Childhood Studies (pp. 85–100). Palgrave Macmillan UK. doi:10.1057/978-1-137-54446-9_8


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