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Chapter 5 - Coggle Diagram
Chapter 5
Deaf Education
- ASL proficiency and assessment is often neglected as a part of a Deaf child’s education
- Deaf students bring their multilingualism and multiculturalism to classroom
- Many Deaf Students have other disabilities like intellectual disabilities, emotional/behavioral disorders, and physical/sensory disabilities
- It is important to ensure that a Deaf child has full access to language early in life
- Deaf children benefit from learning from their Deaf peers through their shared sign language and Deaf culture
- Deaf children need schools where access to language is unlimited, with plenty of Deaf adult role models as well as Deaf peers
Manual/Oral
- In the 1800s, Deaf schools used both ASL (which is “manual”, as in the use of the hands) and written English in classes
- In 1880, the International Congress of Milan, with a majority of hearing voters, banned the use of sign language in Deaf schools, preferring Deaf schools to focus on oral, spoken skills
- Deaf students were told to stop signing or they would be physically abused
- In the 1950s and 1960s, people realized that the oral/spoken method did not work for all deaf children
- Deaf people are still actively fighting to re-claim Deaf education, and provide Deaf children with full access to sign language and Deaf culture today
Schools
- State Schools for the Deaf: This option provides the deaf child with the best and full access to Deaf culture and sign language because of the large numbers of Deaf students and Deaf teachers and role models
- Self-Contained Classes: Those are usually several classrooms for deaf children within hearing schools
- Mainstreaming: Deaf children are placed, often alone, in regular, hearing schools and classrooms. They are often provided with an interpreter or an aide.
- Charter Schools: Similar to hearing charter schools, there are Deaf charter schools that are funded by the local board of education.
- Juvenile Corrections: Some Deaf youth may be placed in juvenile correction facilities
Educational Approaches
- Bilingual Approach: ASL is used as the language of instruction, and English is taught as a second language, in the written form.
- Total Communication: Teachers and students use whatever works for them in the classroom – speaking, signing, fingerspelling, gesturing and/or drawing.
- SimCom: when someone speaks and tries to sign at the same time
- Contact Signing: Contact signing happens when English speakers who are still learning ASL - interact with fluent ASL signers
- Cued Speech: An invented system (not a language) that uses different handshapes around the mouth to help the Deaf person understand the words being spoken