In this educational method, deafness is not seen as a medical issue; it is instead seen as a cultural issue.[36] In the bilingual-bicultural program, it is advocated that children who are deaf be taught ASL as a first language, then be taught written and/or spoken English as a second language.[36][37] Bilingual-bicultural programs emphasize that English and ASL are equal languages, and they work to help children develop age-appropriate levels of fluency in both languages.[37] The bilingual-bicultural approach holds the belief that deaf children are visual learners as opposed to auditory learners,[36] and therefore, academic content should be fully accessible to all deaf students (i.e. not contingent on spoken receptive/expressive skills, which may vary across students), so academic content is delivered in ASL and/or written English.[citation needed] Since it is not possible to simultaneously produce grammatically correct, fluent American Sign Language and spoken English, only one language is used at a time. Because there is no risk in learning sign language, the bilingual-bicultural approach mitigates the risk of language deprivation (a condition that arises when children have limited access to both spoken and sign language).[citation needed] Many bilingual-bicultural schools have dormitories, and deaf children can either commute to the school daily or stay in a dormitory as part of the residential program and visit their families on weekends and/or holidays and school vacations.