Working toward improving the writing skills of deaf children in secondary schools

The writing skills of deaf children have evolved little in the last two centuries largely due to controversy about teaching practices among the scholars on deaf children's writing skills. Many of their collective philosophies have rejected American Sign Language (ASL) in the classroom. It is the contention of this writer that ASL skills are a fundamental issue to the success of deaf children's writing skills. This thesis not only identifies the culprits of deficiencies in deaf children's writing skills, but also provides education strategies that include ASL and English that purport to help deaf children improve their English writing skills through ASL/English bilingual teaching strategies.