Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Deaf education and technology
The national deaf education project
Essay of deaf education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Deaf education and technology
On November 20th, 2013 at 12:30 in the afternoon, I visited the Lakeview School in Edison, New Jersey. The school provides everyday education for over 180 children with disabilities, ages 3 to 21 years from twelve New Jersey counties, as they told me when I walked in. The classroom is rather large with a table in the middle and other tables and storage containers against the wall for optimum space to create the least restrictive environment for the students. Additionally, when walking in, the only knowledge I had about the child was that it was Deafblind.
The it turned out to be a fourteen year old boy named Eddie, and he has one teacher with two aides in the classroom, one of which is reserved for him, Danielle. Eddie was sitting in an activity chair with his legs crossed like a pretzel and he is wearing a blue shirt and trousers and black converse shoes. Eddie keeps a gavel on a string, and the green rubber gavel has circular bumps on it and squeaks. In class we discussed focusing on a student’s abilities, so I asked Danielle about Eddie’s, while she was filling out some paperwork and Eddie was chewing his squeak toy. Rather than answering my question, Danielle replied that Eddie has CHARGE syndrome, which stands for Coloboma, Heart defects, Atresia choanae, Retardation of growth and/or development, Genital defects, Ear anomalies and/or deafness. Eddie’s right eye is better and he can see from his peripherals and directly below, but in comparison to his classmates, his sight is rather good; he uses eye gazing often. Black, yellow and red are most recognizable to Eddie when it comes to tangible objects, as well as his communication cards. Eddie’s parents and sister are very involved in including Eddie in “normal” activit...
... middle of paper ...
... very much. At the end of the day, Eddie was again given photos with words to then paste into a packet highlighting his happiness on a scale for what they had done for the day. During cleanup and pack up, Eddie was rather violent towards himself, but he never hurts anyone else, which is good. Finally Eddie was pushed out in his chair to his bus and that was the end.
Overall, the experience was very educational, but also disappointing. In my opinion, the Lakeview School is not providing appropriate instruction to Eddie and the curriculum can and should be adapted more towards his needs. I was rather appalled by the activities and lessons taught executed on the 20th of November, especially when Eddie seems to have so much potential. In the future, I plan to do more research on children with CHARGE syndrome, and gain further experience with Deafblind children.
About the time that Mark was in kindergarten, he thought he was a normal child just like everyone else, but he started to distort things he heard in class and was wondering why everyone would be laughing and why he would be getting corrected. One day in the first grade, Mark came to the realization that something was definitely not right with his hearing. During a Show n' Tell activity, he was asked to come to the front of the room to show off one of his toys. After giving a description of the toy, someone raised their hand and had a question. This person was from the other class and was a couple rows back so there was absolutely no way that Mark could understand what he was saying. The only thing he heard come out of the boy's mouth was a garbled mess. Mark was so confused and could not answer the child that the teacher scolded him stating that this behavior was inappropriate. Mark did not k...
483 F. Supp, 528, 531. It also found that “she performs better than the average child in her class and is advancing easily from grade to grade,” id., at 534, but “that she understands considerably less of what goes on in class than she would if she were not deaf” and thus “is not learning as much, or performing as well academically, as she would without her handicap,” id., at 532. This disparity between Amy’s achievement and her potential led the court to decide that she was not receiving a “free appropriate public education” which the court defined as “an opportunity to achieve [her] full potential commensurate with the opportunity provided to other children.” id., at 534. According to the District Court, such a standard “requires that the potential of the handicapped child be measured and compared to his or her performance, and that the remaining differential or ‘shortfall’ be compared to the shortfall experienced by nonhandicapped children.’ Ibid. The District Court’s definition arose from its assumption that the responsibility for “giving content to the requirement of an ‘appropriate education'” had ‘been left entirely to the federal courts and the hearing officers.’ Id., at
CEASD and Child First Campaign ensure the needs for students who are deaf and hard of hearing. They address the importance of meeting the language, communication, and educational needs for these students, which are under the Individuals with Disabilities Act (IDEA). The goals are to provide deaf and hard of hearing students with academic success that also leads to a successful life.
Dr Jim Cromwell has also found that those deaf children who are being educated in mainstream schools are not getting the education that they be worthy of. There is not enough support for them, they are being helped by teaching assistants with level 2 BSL, which is less than an O-Level.
Eddie, not knowing whether he had saved the little girl, had died and now he was in heaven. He felt no pain or sadness. He was just floating over fields of unimaginable colors. When he finally landed, he was at Ruby Pier, but it was the Ruby Pier from his childhood. He then heard a voice over the loudspeaker saying there was a freak show at a certain ...
Graziano’s article over the handling of his son’s disability in the classroom also involves issues that relate to teachers detecting signs of mental illness in the classrooms, how teachers identify a behavioral troubled child, and training school counselors on the Section 504 policy that are all happening in the world today. Realizing these issues can help parents with giving their child the best out of their education and can also help teachers understand the importance of their relationship with students. Everyone should have the opportunity for a brighter future and having a learning disability should not be the end of the road for any student.
Landmark is full of students with all different kinds of language-based learning disabilities - from writing to reading. The Student Advocates class shows people outside of Landmark the challenges that the students have to face and overcome. This group of students, the Advocates, does a great deal for Landmark students and the Landmark community. For instance, these students travel all around the region, telling school systems and colleges about Landmark and presenting some of their stories about their disabilities. Another important important responsibility that the Advocates have is to help with the orientation programs for new students and teachers. The class also has the options of an ice cream bar on some half days to raise money for
The professors spent the second half of club meetings discussing social issues facing the Deaf community. While learning ASL at the club meetings, we would spend time discussing various issues facing the Deaf community around the nation. The first in-depth conversations with Mrs. Donna and a few peers was about negative language associated with deaf children and the consequences it can have. When a baby a baby cannot hear the standard protocol is for a doctor or nurse to tell the parents that their child has failed their hearing test. Immediately the word "failed" creates a negative connotation in a parent's head. They start to see their child's disability as a flaw needing to be fixed, rather than a part of who their child is. Many parents
4. If you had a Deaf child what would you do for your child's education?
“to the maximum extent appropriate, handicapped children, including those children in public and private institutions or other care facilities, are educated with children who are not handicapped, and that special classes, separate schooling, or other removal of handicapped children from regular educational environment occurs only when the nature or severity of the handicap is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (P.L 94-142, Section 1412) (Villa p. 5).
The Unit titled “Learning Disabilities (LD)” draws attention to this particular category of special education and goes in depth about the successes and aggravation of educating these children. The unit first gives an overview of the statistics of children with LD and includes the IDEA definition of LD which is “a disorder in the processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations.” (P. 30) It includes an article that explains how a tutorial program, implemented by Brookline High School (BHS) in Boston, Massachusetts, has drastically reduced numbers
Several assistive listening devices can improve the communication ability of deaf children. According to IDEA, every child with a disability is entitled to have access to assistive technology (California Department of Education, 2004). The California Department of Education (2004) outlines IDEA’s definition of an assistive technology device. It explains that this device consists of “any item, piece of equipment or product system…that is used to increase, maintain, or improve functional capabilities of a child with a disability” (California Department of Education, 2004, p. 1).
There are many options open to teachers of deaf children in a variety of situations. In teaching deaf and hard of hearing children there is such a wide range of children, each with their own abilities. Each child also has a different family situation to take into account. Some children come from deaf families, some they are the only deaf family member, and some have no support from their families because they are deaf. There are also students that have family members that make an effort to learn how to best communicate with them, while some do only what they must to communicate the needed information. Along with this is the severity of each child’s hearing loss. Some suffer from only slight amount of hearing loss and can therefore have better verbal communication skills, while some are completely deaf and have no way to communicate besides through sign language. Another differing aspect is the type of classroom the teacher is teaching in. There are four basic types of classroom (Stewart & Kluwin, 2001) that deaf education teachers can be placed in. The most pictured classroom is the traditional classroom where a teacher has a group of all deaf and hard of hearing students, usually only about five to eight children with a range of learning levels.
In order for him to bridge the social and cultural gap it is important for his parents, as well as his teacher to consider his own personal individual needs and preferences. A major controversy today is over which language should be the first language for a child who is deaf- English or ASL. Michael’s parents should consider allowing him to experience both English and ASL, which would then allow him to determine his own first language. Michael’s kindergarten teacher needs to make every effort to provide him the most adequate teaching with significant curriculum to best suit his needs (Heward,
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,