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Deaf Education, Language Approaches, Schooling, History, Center Schools -…
Deaf Education
Education
- Early Childhood (EC) Levels: Babies are screened for hearing loss as early as few hours after birth. They are further referred to an audiologist. Every state has an early intervention system (individualized and based on the child's unique developmental needs). Education for Deaf children is protected under a series of laws encated at the federal and state levels.
- Challenges for Deaf children from birth to 5 years include: finding Deaf mentors to provide direction to families. There us also need for family-centered interventions (FCEIs) that take a multicultural perspective and use bilingual interpreters for families
- Deaf students completed high school at lower rates compared to hearing students
- Deaf students with disabilities are two times less likely to complete high school than Deaf students without disabilities
- Deaf youth with dissabilities face barriers in accessing work training, as well as finding and retaining employment after high school.
Language Approaches
Bilingual Approach
- ASL becomes the language of instruction and English is taught as a secong language (i.e. sign-print bilingualism or spoken language instruction when appropriate for those with reidual hearing)
- Can take the form of bimodal bilingualism
- Requires careful separation of spoken and sign languages
Multilingual Approach
Broader approach that include Deaf children who come to school with multiple languages, both spoken and signed
Blended Approaches
Total Communication (TC), simultaneous communication (SimCom), contact signing, and various manual codes of English (MCE) or cued speech (CP)
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Schooling
School Settings
Private Oral Schools
- Provide intensive speech training within academic programming
- Use monolingual spoken language approaches onnly without signing
Day Schools
- Found in large cities - 21st century: many children are integrated with hearing students
- Some still are separated, partciulary if they have severe disabilities
Inclusion
- Deaf children and youth 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
Mainstream, Self-Contained Resource Room
- Refer to total inclusion, self-contained classrooms only for deaf students, resource rooms, itinerant programs, and team teaching or coenrollment programs
- Lack of socialization is a consideration
- Deaf students find it difficult to find friends and social acces
- They also struggle with establishing an identity and faced challenges in obtaining qualified interpreters
Coenrollment
- Used internationally - Includes having a critical mass of Deaf students in one classroom and provides a teacher with deaf education certification
- Differs from a single deaf student or small groups of deaf students being included in a hearing school and "reverse mainstreaming" where groups of hearing children join a classroom of deaf students
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History
- Manual-Oral Controversy: a historical and present friction between signers and nonsigners or oralists
- Audism: aittutide the being hearing is better than being deaf
- Linguicism: attitude that spoken languages are better than sign languages and that ASL is better than all other signed languages
- The German method (Oralism) emerged as a classroom communication approach (which gained a strong-hold due to the work of Samuel Hienicke)
- From the 18th to the later part of the 19th century, oral schools in the United States flourished
- In 1880, the International Deaf Education covened in Italy voted to ban the use of sign language in schools; the oral/German method prevailed
- Signs v.s. Speech debate occurred during l'Eppe's time and existed throughout Europe during the 1800s to 1900s
- When signing was allowed again in schools, within deaf schools, young Deaf children were segregated into manual and oral classrooms
- 1950s and 1960s the oral methods were not succeding as more children were born prelingually deaf
- Sign language was recognized as natural language in the United State in the 1960s
- The Rehabilitation Act of 1973 and Education of All Handicaped Children improved the quality of deaf education by providing protection and support fo families
- From 1960s to the 1980s the rubella epidemic resulted in the births of thousands of Deaf children (many born with disabilities, i.e. DeafBlind children). Total Communication philosophy and Simultaneous Communication systems approaches were adopted in the schools
- 1970s and 1980s, university degree-granting programs with research labs burgeoned worldwide
- Marie Jean Philip introduce bilingual-bicultural approach to the field and created the sign BI-BI
- From 1970s to today, mainstreaming or educating Deaf children in public schools dominated Deaf education (a parent's right mandated by law; which consequently led public schools to expand their educational offerings)
- 1990s cochlear impants were introduced
- Cochlear implants and hearing aids provided a new form of oralism
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Center Schools
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- Provide comprehensive programming, including academic, vocational, sports, and other after-school activities from parent infant programs to high school
- They provide a critical mass of Deaf adult role models for language and cultural modeling
- Availability of a full range of extracurricular activities (i.e. sports, scoial clubs, etc.)
- It provides a broad array of trained professionals and resources