2026-09-21T17:42:03Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/79822 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Jenny Singleton Morgan, Dianne Denise 2015-09-25T19:53:54Z 2015-09-25T19:53:54Z 10000-01-01 2004 2004 In this dissertation study, I investigate the practices of possibly the first fully accessible partner as a deaf child engages in a community of practice: the deaf preschool teacher. I utilize classroom observations and interviews of three deaf teachers in which the participants were encouraged to reflect on their observed classroom practices. I found that these teachers engage deaf children in both shared and joint capacities in visually mediated ways that encourage the deaf child's self development. They treat deaf children as legitimate peripheral participants who are engaged in a learning curve that is typical rather than deficient. These deaf teachers are also participants within a supportive community of practice in a school program founded on a Bilingual-Bicultural philosophy. Made available in DSpace on 2015-09-25T19:53:54Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3160928.pdf: 12731983 bytes, checksum: da92f0443b89a007392f6dc80f1e4d74 (MD5) Previous issue date: 2004 Embargo set by: Seth Robbins for item 81104 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 225 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004. http://hdl.handle.net/2142/79822 (MiAaPQ)AAI3160928 eng Education, Bilingual and Multicultural Deaf Teachers' Practices: Supporting and Enabling Preschool Deaf Children's Development of a Participative Identity text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.