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They treat deaf children as legitimate peripheral participants who are engaged in a learning curve that is typical rather than deficient. These deaf teachers are also participants within a supportive community of practice in a school program founded on a Bilingual-Bicultural philosophy.","abstract_html":"In this dissertation study, I investigate the practices of possibly the first fully accessible partner as a deaf child engages in a community of practice: the deaf preschool teacher. I utilize classroom observations and interviews of three deaf teachers in which the participants were encouraged to reflect on their observed classroom practices. I found that these teachers engage deaf children in both shared and joint capacities in visually mediated ways that encourage the deaf child&#x27;s self development. They treat deaf children as legitimate peripheral participants who are engaged in a learning curve that is typical rather than deficient. 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