Reimagining Deaf Childhood Education: Integrating Cultural Identity and Technological Innovations for Holistic Learning
Generoso Romano, Francesca Latino
Abstract
The education of deaf children poses unique challenges that intersect linguistic, cognitive, and sociocultural dimensions, necessitating pedagogical approaches that are both inclusive and responsive to diversity. This paper explores contemporary perspectives in deaf education by critically examining the interplay between communication modalities, cultural identity, technological innovations, and inclusive teaching strategies. Sign language, as a cornerstone of Deaf culture, is emphasized not only as a tool for communication but also as a means of fostering self-esteem, social belonging, and cognitive development. Bilingual-bicultural educational models are shown to support greater metalinguistic awareness and academic achievement when compared to monolingual oralist approaches. The integration of innovative technologies, such as real-time captioning, visual learning platforms, and emerging artificial intelligence applications, provides new pathways for engagement and access, although equity in implementation remains a pressing concern. The paper also highlights the importance of culturally competent pedagogy and inclusive classroom environments that honor deaf children's identities and communication preferences. Family involvement, teacher training, and institutional support are identified as critical factors in the success of inclusive practices. Ultimately, the study advocates for a paradigm shift in deaf educationβone that moves beyond deficit-oriented frameworks and centers on the empowerment of deaf learners as capable, creative, and culturally rich individuals. By embracing the full spectrum of Deaf experience, educators can create learning environments that not only accommodate but celebrate diversity, fostering both academic success and social inclusion.
Keywords
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