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.
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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.
Copyright: © 2019 The Author(s)
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