This digest presents information on bilingual-bicultural education for children who are deaf or hard of hearing. The premise of bilingual-bicultural education is that all children who are deaf or hard of hearing should develop communicative competency and that they need to be bilingual in order to function successfully in the family, school, and society. Education programs that follow the bilingual-bicultural philosophy are described as ones that work with parents/caregivers to help them realize the special linguistic, educational, and social needs of their children who are deaf and the importance of early language acquisition. Bilingual-bicultural programs are different from other programs most notably by their approach to first language acquisition. These programs are characterized by the advocating for American Sign Language (ASL) to be the first language of children who are deaf and the belief that that when signing ASL one should not attempt to speak English. Bilingual-bicultural education proponents believe children with deafness are visual learners and should not be mainstreamed into regular education programs but should be in environments that provide full communicative access to the curriculum. The digest discusses the benefits and limitations of the bilingual-bicultural options and questions parents should ask in choosing bilingual-bicultural programs. (CR)