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Deaf Education and Deaf Culture - Coggle Diagram
Deaf Education and Deaf Culture
Early Identification and Parents
Babies are screened for hearing loss after birth and made referrals to audiologists if they do not pass.
Audiologists and early education specialists have counseling training to give parents information about language learning, ASL and Dead Culture.
Today, there are support groups for families, they can meet Deaf role models, mentors, and receive sign language instruction
Special Education Legislation
1975, parents of children with cognitive disabilities were major catalysts for Public Law 94-142, Education of Handicapped Children Act.
PL 92-142 evolved into the Individuals With Disabilities Act(1997, 2002, 2004) and No Child Left Behind Act (2000)
2015, Obama signed Every Student Succeeds Act, this new law replaces the NCLB.
IDEA(2004) A. of law includes: free and appropriate public education (FAPE), the placement in the least restrictive environment (LRE), protecting the rights of children with disabilities and their parents, ensuring they get an education,
IDEA(2004) B. covers assistance for the education of all children with disabilities for children ages 3-21.
IDEA (2004) c. protects infants and toddlers with disabilities from birth to age 3. IFSP is made for each family based on their strengths and needs.
IDEA(2004) D. covers the national support programs at the federal level. There are parts that cover confidentiality of information, transition services and disciplining of students, and the support of technology.
ASL assessments are often omitted from many deaf children's IFSP and IEPs because of lack of awareness of ASL early language tools.
The Manual/ Oral Controversy
1817, manual communication or ASL was used in the first schools for the deaf.
Deaf teachers understood how to use signing to bridge to English and their efforts are precursors to ASL/ English bilingualism used in present-day programs in Deaf education
During 1800s, schools that used sign language dominated the field of Deaf education.
After International Congress of Milan (1880) voted to ban the use of sign language, oral instruction crept back into schools and was slowly adopted in schools for the deaf.
In 1968, Judith Williams published a study relating his language acquisition through the use of signs, fingerspelling, speechreading, and auditory training.
To this day, the manual/oral controversy continues with multiple studies researching both approaches.
Communication and Language approaches
Two Basic Programs: bimodal bilingual approaches (ASL and English) or monolingual approach.
Binomial Approach uses ASL as the language of instruction and teaches English as a second language. Focuses on the acquisition and use of visual language and spoken language.
one goal is to help child develop a visual language while developing spoken language to his/her maximum capacity.
include fingerspelling, loan or lexicalized signs. when languages come in contact with each other, they borrow words from each other.
Monolingual approach includes spoken language only. EX. speech is taught in the bilingual approach by using spoken language, or be taught with sign-supported-speech-depending on the teacher or speech-language therapist.
Listening and Spoken Language (LSL) approach is to give deaf the deaf child opportunities to learn how to talk and be fully integrated into the public school system with hearing children.
known as " the pure oralism/auditory stimulation, the multisensory/syllable unit method, and the language association-element method.
ASL/ English Bilingual Approach
bilingual programming is used in state schools for the deaf. consists of teaching English as a second language using the principles of second language theorists.
No research shows that signing hinders speech development, nor shows that ASL/ English bilingual or Total Communication programs neglect the teaching of speech and listening skills.
In 1990s, bilingual approach was improved by researchers who aligned teaching theories and practices with deaf children to practices in the bilingual literature used with hearing children.
Total Communication Approach
Includes ASL, however, it may include manual codes of English along with fingerspelling, reading, writing, drama, gestures, and speech.
Teachers began to use contact signing and invented manually coded English so children could see English visually though sign language.
Formerly called Pidgin Sign English, uses English words, and includes articles and other grammar forms using fingerspelling as well as body language and facial expressions. DOES NOT include manual codes for English.
Manual Codes of English (MCE)
Combines ASL signs and invented English signs in English word order.
75% of vocabulary used by the MCE codes come from ASL signs,
MCE models are used at school, but parents may not use it at home. It may be difficult to learn, especially for those who haven't learn enough English
SimCom
often resort to speaking in English clearly and drop essential ASL signs and grammar while speaking and signing 2 different languages.
Cued Speech
a system that uses eight handshapes, called cues, to designate the consonants of Englush with 4 hand positions around the mouth to show the vowels.
Now used in more than 60 countries around the world, not everyone in the Deaf community supports the Cued Speech instructional approach.
Background Characteristics of Deaf Students
Hearing Level, Age of Onset, Etiology, Additional Disabilities, Ethnicity, and Parent Hearing Status
Background characteristics in addition to language and communication are considered in deaf education classrooms. In the past, the separated deaf children when it came to the level of hearing they had.
Another child background characteristic that affects learning is age of onset or when the hearing loss occurred.
Another background child feature is the etiology or cause of deafness. About 40% of deaf and hard-of-hearing students have additional disabilities that impact learning
School Sites
Two Broad placement opportunities: special schools or center schools or regular education in public schools.
State or Center Schools for the Deaf
State residential or center schools for the deaf provide deaf students with the best access to Deaf culture because of the large numbers of Deaf students and Deaf adult role models
State schools provide comprehensive programming, including academic, vocational, sports, and other after-school activities for the deaf children from the parent-infant to high school, and even provide post-high school independent living programs
Day Schools
Day schools with separate classrooms for deaf students are found in larger cities. In the past, students, including those with multiple disciplines, were not mainstreamed with hearing students.
If 3 deaf students in a school district want to attend a nearby day school for deaf students, the school district loses the funds associated with those 3 students by having them attend the day school.
Self- Contained Classes
In public schools, provide deaf children with their own space within their own classrooms, or provide individual instruction or instruction for small groups.
Inclusion, Mainstreaming, Itinerant, and Co-enrollment Programs
Another school site option is the inclusion program where deaf children are placed in regular classrooms with hearing peers. Students are provided with support such as sign language interpreters or itinerant teachers to support their learning.
Mainstreaming, a broad concept that means that deaf children are educated in a public schools for one or more classes, can refer to total inclusion, self- contained clsssrooms only for deaf students, resource rooms, itinerant programs, and team teaching or coenrollment programs.
Co- Enrollment programs borrow two characteristics from center schools. These are having a critical mass of students in one classroom and providing a teacher with deaf education certification.
Charter Schools and Alternative Educational Approaches
Charter schools operate under a "charter" contact between members of the charter school community and the local board of education
There are alternative approaches to education such as private schools and home schooling.
Juvenile corrections
Deaf youth may be placed in juvenile correction facilities either at the local level or in a state facility. Require access through interpreters not only to do classroom work but also for counseling and rehabilitative services
Academic Achievement, teacher and educational interpreter quality
Deaf children score lower on standardized academic testing compared to hearing children
Deaf children take longer to learn school content due to their lack of early language access, which results in language deprivation
Many states do not require ASL or signed English proficiency for certification. Many teachers are not skilled in visual-based teaching strategies that capitalize on Dead learners' sensory strength and needs
Teachers in training now must take teacher certification exams, and these pose a challenge for Deaf test takers because English is often their second language,
Educational interpreters must be qualified with specialized training for their role as the go-betweens between the hearing school setting and the deaf students.
Integrating ASL and Deaf Culture into the School curriculum
Curriculum refers to learning objectives, experiences, planned and unplanned student learning, school policy documents, syllabi, activities of the students, methods of instruction, and evaluation of these methods.
Teachers need to understand deaf students challenges with reading and writing and that they rely on visual information.
Deaf students experience challenges dividing attention for interpreter and computer screen.
Instructional strategies include preteaching vocabulary, providing summaries to build background knowledge, language experience stories, rewritting, or simplifying the materials.
Role of Deaf Teachers and deaf professors
Deaf teacher model for deaf students how to make connections between ASL and print through signing and fingerspelling.
Most critical teaching factor is determine how well the teacher can understand the communication of the deaf students
Deaf culture can be brought into all types of school sites from residential to day and even to inclusion settings at the kindergarten through postsecondary levels.
After High School
Approx. 30,000 deaf students attend colleges and universities in U.S. , but only 25% graduate.
In general, deaf students prefer to have a signing instructor who is knowledgeable about visual ways of teaching and aware of deaf culture.