Illness, disability or cultural identity?: interpretation of deafness and answers from the Spanish educational system

María López-González Vicente-J. Llorent About the authors

In Spain and in recent years, multiple changes have been experimented in the prevention and care of people with disabilities, particularly in what concerns to deaf people. The interpretation of deafness not only as hearing impairment, but as a communicative difference is causing the provision of educational contexts with bilingual and bicultural characteristics. This new conceptual perspective and the consequent orientation of school practices have positive impact in the fields of health, education and social development, encouraging the development of both deaf as listener students. This article explains the situation of the Spanish context on this field and it has provided the basis for the accomplishment of a European transnational project.

Communication; Education; Deafness; Multilinguism


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