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Deaf education and deaf culture - Coggle Diagram
Deaf education and deaf culture
special education legislation
1975
education of handicapped children act
special education law that applied to children with disabilities
Evolved into IDEA
Individuals with disabilities Act
Free and appropriate public edu
placement in least restrictive environment
protecting rights of children with disabilities and their parents ensuring that they get edu
NCLB
No child left behind act
disabled children should be expected to perform as nondisabled children do
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The manual/oral controversy
Edward Miner Gallaudet
Son of Thomas Hopkins
developed combined approach
used spoken language and signing
Thomas Hopkins Galludet
advocate for sign language
Alexander Graham Bell
inventor of the telephone, teacher of deaf and strong supporter of spoken language
AG bell association
celebrates ASLs importance within deaf culture
Communication and language approaches
ASL/English bilingual approaches
Includes bimodal bilingual approaches
ASL/english bilingual approach
ASL as a primary language
acuisition and use of visual language through vision and audition via cochlear implant or hearing aids
english as a second language
taught with print or spoken language
appropriate for children with residual hearing
includes monolingual approaches
spoken language only
total communication approach
simultaneous communication
includes total communication
includes simultaneous communication
includes Manual codes of english
cued speech
includes consonants of enlish with four hand positions around the mouth to show the vowls
manual codes of english
codes to teach english
combine ASL sign and invented english signs in english word order
seeing essential english
linguistics of visual english
signed english
accurate signed english
Monolingual Oral/aural approaches
focus on spoken English
Reading and writing only
listening and spoken language
to give deaf child opportunities to learn how to talk and be fully integrated into the public school systems with hearing children
previously known as "pure oralism. Auditory simulation
state or center schools for the deaf
best access to deaf culture because of large numbers of deaf students and deaf adult role models
provide comprehensive programming
vocational
sports
academic
after school activites
Day schools
provide separate classrooms for deaf students
found in large cities
offer fewer opportunities to socialize
inclusion program
deaf children placed in regular classrooms with hearing peers
students provided with interpreters
Integrating ASL and deaf culture into the school curriculum
teaching deaf curiculum
accommodating deaf students in regular public schools