International Journal of Academic Research in Business and Social Sciences

search-icon

Conventional Theories that Also Apply for the Inclusion of Deaf Learners

Open access
This paper shows the influence of Bruner’s cognitive theory and Bourdieu’s field theory on inclusion of deaf learners. Bruner’s cognitive development theory gives an idea that the deaf child benefits from learning that is shared by others. The deaf child also tries to process thoughts in order to find out the meaning of everything that he observes. The teacher therefore can serve as a facilitator to allow the deaf child construct his own meaning of what his environment provides. Bourdieu’s field theory expresses the point that the deaf learner is part of the social reality as he indeed continuously relates with others. The people surrounding the deaf learner can influence his upbringing and potentialities. Social network shall be continuously built to support the growing membership of the deaf community. The theories of Bruner and Bourdieu provide a reservoir of knowledge leading to the greater understanding towards deaf as learners. Hence, the advocacy for deaf learners in an inclusive environment deserves everybody’s consideration for promotion. The connection of theories and concepts in this paper can be used as a framework for inclusion of deaf learners.
Ahmad, N. A., & May, Y. S. (2018). Challenges in Preparing Teachers for Inclusive Education and Its Impact to Students with Learning Disabilities. International Journal of Academic Research in Progressive Education and Development, 7(3), 569–581.
Bourdieu, P. (2013). Outline of a Theory of Practice. Cambridge University Press, 28th printing.
Brown, P. M., & Byrnes, L. J. (2014). The Development and Use of Individual Learning Plans for Deaf and Hard of Hearing Students in Victoria, Australia, Deafness & Education International, 16:4, 204-217, DOI: 10.1179/1557069X13Y.0000000034.
Bruner, J. (1966). Towards a Theory of Instruction, Cambridge: Belknap Press.
Hearn, C., Short, M. & Healy, J. (2014). Social work field education: believing in students who are living with a disability. Disability & Society, 29(9), 1343–1355.
DOI:10.1080/09687599.2014.935296.
Langorgen, E., & Magnus, E. (2018). ‘We are just ordinary people working hard to reach our goals!’ Disabled students’ participation in Norwegian higher education. Disability & Society, DOI: 10.1080/09687599.2018.1436041.
Lundqvist, J., Allodi, W., & Siljehag, E. (2015). Special Educational Needs and Support Provisions in Swedish Preschools: A Multiple-Case Study. International Journal of Early Childhood Special Education, 7(2), 273 – 293.
Jamali, S. & Izadpanah, S. (2017). Effects of PowerPoint Presentations on Reading Comprehension of Deaf and Hard of Hearing Students in Iranian Exceptional High Schools. Theory and Practice in Language Studies, Vol. 7, No. 12, pp. 1320-1326. DOI:
http://dx.doi.org/10.17507/tpls.0712.21.
Maton, K. (2018). Thinking like Bourdieu: Completing the Mental Revolution with Legitimation Code Theory. In J. Albright et al. (eds.), Bourdieu’s Field Theory and the Social Sciences (pp. 249-268). Palgrave Macmillan. DOI: 10.1007/978-981-10-5385-6_16.
Razalli, A. R., Anal, A., Mamat, N., & Hashim, T. (2018). Effects of Bilingual Approach in Malay Language Teaching for Hearing Impaired Students. International Journal of Academic Research in Progressive Education and Development, 7(4), 109–121.
In-Text Citation:(Jose M. Ocampo, Razalli, & Ahmad, 2019)
To Cite this Article: Jose M. Ocampo, J., Razalli, A. R., & Ahmad, N. A. (2019). Conventional Theories that Also Apply for the Inclusion of Deaf Learners. International Journal of Academic Research in Business and Social Sciences, 9(5), 625–632.