Deaf Culture

Language is an important component to learning, and as pointed out by Cazden, “language is the medium through which most teaching flows and the means by which students demonstrate what they have learned” (qtd. in Ramsey 5). Therefore, how are people expected to learn if they are unable to communicate? Deaf students face this very dilemma each day in schools throughout numerous public school systems. Historically, the Deaf culture has had many ups and downs, challenges and battles; however, one of the biggest battles parents of Deaf children are still waging is the struggle over education of their children (Gannon). Currently, there are various educational environments for Deaf children, which range from homeschooling to residential/specialty

One such option is homeschooling. Children from the age of birth to four years of age benefit most from a home learning environment (Condrey). This stage in a child’s evolution is considered a critical age at which the child develops speech and language skills (Shemesh). When a Deaf child is taught to sign ASL from an early age, they are more accomplished at learning this first language, which will enable them to more easily learn additional languages, such as English (Pittman and Huefner). In addition, Professor Condrey points out, when a Deaf adult/tutor comes into the home, the tutor can oftentimes answer questions asked by the hearing parents as well as help the parents to better communicate with their child (Condrey). Other advantages that stem from homeschooling a Deaf child are: the child is being able to remain at home, and in addition, the parent(s) can tailor the education to specific needs the child may have (Miller).
There are several disadvantages to homeschooling a Deaf child which should be taken into consideration before a parent chooses this avenue. First and foremost is the lack of social interaction with other Deaf children and role models. As John Miller points out, “the student may feel isolated from peers” (Miller). Aside from possible social isolation, another problem that could arise from homeschooling is if the Deaf student is being taught by just

According to Professor Condrey, “there is a lot of learning that happens at home that can’t possibly be done at school.” Also, if the child is allowed to remain at home, the entire family has the opportunity to learn alongside the Deaf student, which in turn provides the parents (and siblings) the freedom of learning to communicate effectively with the Deaf student (Condrey). If the Deaf student is assigned to participate in a resource room environment, then the student has the opportunity to interact with other Deaf students, either from his or her school or from other schools in the surrounding area. Also, when a Deaf student is placed in a self-contained classroom, he or she is in a classroom with a teacher for the Deaf, other Deaf students and interpreters