Chapter 4: Deaf Education & Deaf Culture (Definitions revolving around…
Chapter 4: Deaf Education & Deaf Culture
Deaf people excluded from being hired to teach
Reason being that many hearing people prioritized the development of speaking skills over the actual educational journey for students.
Special Education Legislation
In 1975 the legislation deemed free and appropriate education for Deaf children.
The manual/oral controversy
After the 1880's ban at the International Congress of Milan, kids got disciplined (ruler to the hand) for signing in schools.
In the 1800's ASL was being used in schools.
In 1922-1947 with the help of his organization (Association for the Deaf and hard of hearing), Alexander Graham Bell helped stop the discipline to Deaf children for signing.
Definitions revolving around language & education
Monolingual-Programs only focused on one language. ~Deaf children are missing out on critical academic content.
Bilingual-ASL is used as the language of instruction and English is taught as a second language, in the written form.
Bimodal bilingual-Same as bilingual but with also the use of spoken English classes.
Cued speech-An invented system that uses different handshapes around the mouth to help the Deaf person understand the words being spoken.
Total communication-Teachers and students use whatever works for them in the classroom~speaking, signing, finger spelling, gesturing and/or drawing.
Sites for Deaf children
Self contained classes-Several classrooms for Deaf children with hearing schools.
Mainstreaming-Deaf children are placed, often alone, in regular hearing schools and classrooms; often provided with an interpreter or an aide.
Teachers must take teacher certification exams and they are in English but there is no test in ASL or test to check ASL skills for teachers for Deaf children.
Interpreting requirements are either too low or nonexistent, so many interpreters are not qualified to interpret for Deaf children in schools.
Deaf teacher and professors are often more skilled than hearing teachers in communicating with Deaf children of diverse language backgrounds.