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It describes UC San Diego efforts to develop and field-test a teacher preparation program blending bilingual and deaf education best practices. The program integrates Deaf community cultural practices, reframing schooling as socio-cultural and supporting equity. 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Despite this, the education of deaf children has historically been exclusive of ASL and constructed as an English-only, deficit-based pedagogy. Newer research, however, finds a strong correlation between ASL fluency and English literacy, supporting Deaf people’s belief. This article describes efforts at the University of California, San Diego to develop and field-test a teacher preparation program that combines best practices in bilingual education and deaf education. The training curriculum designed for this program incorporates cultural practices from the Deaf community into the training of teachers of deaf children, a paradigmatic shift from traditional deaf education pedagogy based on a deficit model to a socio-cultural view of deaf children and their schooling. This shift represents a significant new direction in addressing the chronic poor performance of schools in educating deaf and hardof-hearing children who as a group are severely undereducated. This article also provides background and rationale for the recent approval of ASL authorization on the Multiple Subjects teaching credential in California.  \nKeywords: Deaf Education, American Sign Language, Bilingual Education, Visual Language, ASL Authorization  \nHistorically, Deaf2 people have been excluded from both the construction and organization of their own education. This article is intended to encourage reflection on schooling in American Sign Language (ASL), particularly on the idea that Deaf people know how to educate themselves. It also considers how a repertoire of teacher knowledge, skills, and tools that primarily originate in the Deaf community can infuse and enrich educational practice with the outcome of life-long learning, equity and social justice for deaf children.  \nIn 1998, in response to emerging research establishing a link between ASL fluency and English literacy skills, the Teacher Education Program (now the Department of Education Studies) at the University of California, San Diego (UCSD) applied to the California Commission of Teacher Credentialing (CCTC) to implement a new nontraditional program of study under the Commission’s designation of “experimental”  \n1 Correspondence concerning this article should be addressed to Dr. Tom Humphries, University of California, San Diego, Education Studies 0070, La Jolla, CA 92093-0070. Email: [thumphries@ucsd.edu](thumphries@ucsd.edu).  \n2 The capitalized “Deaf” follows the convention of distinguishing a signed-language-using community of people who do not hear (Deaf people) from all non-signing people who do not hear (deaf people) .  \nBerkeley Review of Education Vol. 4 No. 1, pp. 7-33  \n8 Humphries  \nprograms. The proposed experimental program was relatively simple in nature: to train future teachers of deaf and hard-of-hearing children to meet the requirements for the bilingual (BCLAD) credential and to grant these teachers both the bilingual teaching credential and the Deaf and Hard-of-Hearing Specialist credential. The latter was the required credential to qualify teachers ","cbCaifDcSoQtiYck","https://ap.wps.com/l/cbCaifDcSoQtiYck","pdf",420063,28,"English","# Abstract\n# Teacher Preparation Program at UC San Diego\n## Bilingual and Deaf Education Rationale\n## Curriculum and Paradigmatic Shift\n# Approval and Impact in California","[{\"question\":\"How does the article explain the role of ASL in deaf children’s academic development?\",\"answer\":\"The article states that ASL has been historically excluded from deaf education, even though newer research shows a strong correlation between ASL fluency and English literacy.\"},{\"question\":\"What does the UC San Diego teacher preparation program combine?\",\"answer\":\"It combines best practices from bilingual education and deaf education, embedding Deaf community cultural practices into teacher training for deaf children.\"},{\"question\":\"Why is ASL authorization on California’s Multiple Subjects credential discussed?\",\"answer\":\"The article links the program’s approach to the recent approval of ASL authorization, presenting it as a significant acknowledgement that bilingual training is no longer only experimental.\"}]","Schooling in American Sign Language - A Paradigm Shift from a Deficit Model to a Bilingual Model in Deaf Education | PDF",1792079709,71]