Bimodal Bilingualism: a new approach to education of hearing impairment persons
Abstract
This article analyzes the key aspects of the bimodal-bilingual approach to education of hearing impairments persons. It presents a comparative analysis among the concepts “bilingual approach”, “gesture-word approach”, “bimodal-billing approach”. The article reveals the differences between the bimodal-bilingual approach and monomodal-bilingual approach.
It defines the importance of change of the priority in hearing impairment persons education from speaking to writing and reading.
The article reveals the differences between Signing of Ukrainian Sign Language and Ukrainian Sign, and also substantiates the role of natural signing as a method of educating.
It defines the communicative needs and capabilities of hearing impairments persons that determine the level and sequence of languages use in the bimodal-bilingual approach.
This article describes the features and directions of correctional-and-developmental activity. Also it substantiates the need to develop the skills of translating from Sign Language to Spoken Language and vice versa through learning languages.
This article describes the specificity of the implementation of a bimodal-bilingual approach
to the hearing impairment persons’ education in special and inclusive learning conditions.
References
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