I recognize that such a blended approach is not a one size that fits all. Friend notes that there
are many advantages to educating [deaf] students in an inclusive environment, yet details the
challenges therein as well. I was especially intrigued by the bilingual-bicultural (Bi-Bi)
approach she detailed where ASL and ESL were utilized concurrently (Friend, 2013, p. 362).
Ultimately, the family should play a significant role in deciding the best educational approach for
their deaf family member. I concur with the research of researchers B. J. Hardin, et al, who
conclude in their 2014 article, Family-Centered Practices and American Sign Language (ASL):
Challenges and Recommendations5 that, A family-centered focus should be responsive to
individualized, collaborative relationships and services for those who are deaf. This team
further asserts, Recognition and respect for families who are part of deaf culture should include
flexible practices that are guided by genuine, respectful interactions to meet the needs of the
family. Flexibility should allow for open communication that promotes understanding differing
points of view, but also encourages a willingness for professionals to empower the family to
make the decision that is best for them. I have experienced sad failures within my own family
when this methodology was rejectedand profound successes in situations I have witnessed
since that time where this approach was the norm.
5 Hardin, B. J., Blanchard, S. B., Kemmery, M. A., Appenzeller, M., & Parker, S. D. (2014). FamilyCentered Practices and American Sign Language (ASL): Challenges and Recommendations. Exceptional
Children, 81(1), 107-123. doi:10.1177/0014402914532229