The United States Department of Education has published the Deaf Students Education Services Policy Guidance to provide state and local education agencies with guidance in providing appropriate educational services to students who are deaf as mandated by the Individuals with Disabilities Education Act (IDEA) 2004 and Section 504 of the Rehabilitation Act of 1973. Discussed below are the major areas of the policy guidance. Free Appropriate Public Education In order to meet the free appropriate public education provision of IDEA 2004 and Section 504, unique needs of the students must be considered. The Deaf Students Education Services Policy Guidance requires state and local education agencies to consider the following factors in developing …show more content…
The Deaf Students Education Services Policy Guidance requires state and local education agencies to follow the following procedural safeguards for students who are deaf or hard of hearing: (1) written notice to parents before placement decision, (2) parental consent to the placement, and (3) written notice to parents before initiation or change of identification, evaluation, educational placement, or educational/related services (Deaf Education Services; Policy Guidance; Notice, …show more content…
This policy guidance requires state and local education agencies to fully satisfy the free appropriate public education and procedural safeguards as they serve their students who are deaf. This means that state and local education agencies are required to provide educational services to their deaf students according to their unique individual needs and to protect the parents’ rights to be informed and be part of the
Kimmy Bachmann A Journey into the Deaf-World Chapter 1 The narrator begins this chapter by introducing himself as well as his colleagues and co-authors. Ben Bahan, the narrator, is a deaf man from New Jersey whom was raised by deaf parents and a hearing sister. After spending an immense amount of time studying American Sign Language (ASL) he moved on to now become an assistant professor at Gallaudet University in the Deaf studies Department. His colleague Harlan Lane, a hearing man, is a specialist in the psychology of language and having many titles is a key aspect of this book as he believes, as does most of the Deaf-World, that they are a minority language and takes up their point of view to the hearing world.
In the following chapters, there is an extensive amount of knowledge to learn about how Deaf culture is involved in our modern world. The pages assigned give us an outlook of how Deaf people are treated in our daily life, and how we should learn from it. Its gives a clear line between what are myths and what are facts, to those who are curious about the Deaf community or have specific questions. This book has definitely taught me new things that I could put to good use in the near future. In specific chapters, my mind really opened up to new ideas and made me think hard about questions, like “why don’t some Deaf people trust hearing people,” or “do we need another ‘Deaf president now’ revolution?” I realized many new things in the course of reading this book, and have recommended this to my family.
Padden, Carol and Humphries, Tom (1988). Deaf in America: Voices from a Culture. Harvard University Press, Cambridge, MA.
English is an interesting language. English is comprised of many different words from different languages all mashed up and mixed together. English is a very hard language to learn, especially if you can’t hear it. How easy would it be to confuse a “B” with a “P”, they sound similar and when trying to lip read how can you tell the difference? I feel that young Deaf /hard of hearing students being taught by a Deaf teacher or a child of a Deaf adult (C.O.D.A) teacher is very important because ASL is the first step to learning English and becoming bilingual. According to the article Why Schools for Deaf Children Should Hire Deaf Teachers: A Preschool Issue By Courtney Shantie and Robert Hoffmeister, the authors state “This paper will focus on
Throughout the course of the semester, I have gained a new understanding and respect of Deaf culture and the many aspects it encompasses. The information supplied in class through discussion, movies, and guest lecturers since the previous reflection have aided in the enhancement of my knowledge of Deaf culture and nicely wrapped up all of the information provided throughout the semester.
Singleton, Jenny and Matthew Tittle. “Deaf Parents and Their Hearing Children.” Journal of Deaf Studies and Deaf Education. 5.3 (2000): 221-234. PsycINFO. EBSCO. Web. 9 Dec. 2013.
Mainstreaming in education of deaf and hard of hearing (D/HH) students has become a way for everyone to benefit. The improvements of the Individual with Disability Education Act (IDEA) have led to a better understanding of D/HH inclusion. The 1970s IDEA’s main focus for D/HH students was to integrate them into classrooms with their hearing peers so that they could “learn” to hear (Rosen). The problem with this notion is obvious though; a person with a hearing loss cannot “learn” to hear. Since the 1970s inclusion has been slow to change. It wasn’t until the late 1990s that Congress realized that schools were not facilitating communication well with D/HH students. This led to IDEA mandating that all Individualized Education Plans (IEP) for D/HH students need to address communication difficulties between the student and his or her hearing peers and teachers (Rosen). Even though communication supports are now mandated, D/HH students who have been placed in mainstream schooling still face many problems, including being ostracized by peers and unaccommodated by teachers. However, when the students, teachers and school system are open to creating a D/HH inclusive classroom, everyone is presented with a new environment from which they can learn.
Subject-Based Deaf and Hard of Hearing Internet Resources. (2004, August 31). Retrieved October 17, 2004, from http://wally.rit.edu/internet/subject/deafness.html
Van Cleve, J. V., & Crouch, B. A. (1989). A Place of Their Own: Creating the Deaf Community in America (1st ed.). Washington DC: Gallaudet University Press.
"Values and Norms of the Deaf Community." College of the Canyons. College of the Canyons, n.d. Web. 30 Nov 2013.
In classrooms across America, teachers must provide instruction that is culturally, linguistically appropriate as well as based on core standards. Special education gives children instruction based upon their unique needs based on a documented disability. Student disabilities often involve mental, physical, emotional and behavioral issues that makes instruction a challenge. The Individuals with Disabilities Education Act (IDEA) "governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities." (Building the legacy: IDEA 2004) This law provides guidelines for the educational system to identify, assess and implement education to meet the learning requirements of students with disabilities such as autism, emotional, mental retardation or physical disability. It is important to note that not every child with a disability requires special education - learning must be adversely affected and have one of the categories of special education to quality for services." (Building the legacy: IDEA 2004)
Lou, Mimi WheiPing. Language Learning and Deafness: The history of language use in the education of the Deaf in the United States. Ed. Michael Strong. Cambridge: Cambridge Universtiy Press, 1988. 77-96. Print.
The deaf community does not see their hearing impairment as a disability but as a culture which includes a history of discrimination, racial prejudice, and segregation. According to an online transcript,“Through Deaf Eyes” (Weta and Florentine films/Hott productions Inc., 2007) there are thirty-five million Americans that are hard of hearing. Out of the thirty-five million an estimated 300,000 people are completely deaf. There are ninety percent of deaf people who have hearing parents (Halpern, C., 1996). Also, most deaf parents have hearing children. With this being the exemplification, deaf people communicate on a more intimate and significant level with hearing people all their lives. “Deaf people can be found in every ethnic group, every region, and every economic class” (Weta and Florentine films/Hott productions Inc., 2007). The deaf culture and hard of hearing have plenty of arguments and divisions with living in a hearing world without sound however, that absence will be a starting point of an identity within their culture as well as the hearing culture (Weta and Florentine films/Hott productions Inc., 2007).
Department of Education (2002, August). IDEA’97: Individuals with disabilities educational act amendments of 1997. Retrieved March 23, 2003 from the World Wide Web: http://www.ed.gov/offices/OSERS/IDEA
The search for the most effective way to educate deaf students has long been filled with controversy, due to strong advocacy for conflicting approaches. The bilingual model of deaf education has been in place in many schools for the deaf for the past 20 years (Drasgow, 1998), and while many advocates of a strictly oral approach to deaf education discount its success, it is still a viable and appropriate option for deaf students with severe to profound hearing loss. In this paper I will describe historical perspectives around deaf education and discuss hearing loss and language acquisition for deaf children. I will provide justification for the continued use of the bilingual model against arguments in favour of a strictly oral approach. In addition, l will address challenges inherent to the bilingual model and conclude with suggested changes that may benefit deaf students’ language learning and literacy outcomes.