Should Deaf Children go to Deaf School or Mainstream

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

Despite man... ... middle of paper ... ...s (O’Donoghue, 1999). Many parents try to educate their children orally and give them assistive devices, such as cochlear implants and hearing aids, in order to make their child more ‘hearing’ and altogether avoid the deaf world and sign language. However, parents must overcome this fear of the unknown because very few children are able to be successful through the oral method. It is incredibly important, then, to educate the deaf in their own native language and benefit society as a whole. Since the Bi-Bi method is the best way of educating deaf children, it should be implemented in every deaf school.

(Pine pg.17) There are numerous symptoms of autism, which makes it a hard disease to diagnose, and decide if they will be able to learn in a public school. Some of the common symptoms are when they are in their younger years, such as their kindergarten or first grade; they are able to perform mental feats, which surpass others of the same age. ... ... middle of paper ... ...o their fullest potential. (Dorsi pg.4) My reaction to how these students are being treated, is that these kids should be given the same education as all the other kids. The kids with autism are still humans, but they learn different than the rest of the students in the school, but still deserve to be given the chance to learn the same information, and skills as the rest of the kids without being split from the rest and be put through special schooling until it is proven that they need the special education.

As Deaf Education teachers, our duty should be to promote functional living, social-interaction, and self-advocacy skills for students who are deaf or hard of hearing. It is especially important for Deaf Education teachers to promote this because the amount of support a deaf child receives at home may be minimal. In a classroom, there may be a student who has deaf parents to guide him/her through life. On the other side of the spectrum, there may be a deaf child of hearing parents whom show no interest in interacting with their deaf child. Those who have deaf parents are more likely to develop a strong sense of independence because they have their parents as role models.

Sometimes it makes a barrier to choose a career for Deaf students. From this, Deaf students should become to do brainwork, and do more research on careers than normal people. If deaf students have chose wrong careers, it is hard to get a good job even they had get higher grades. Therefore, Deaf students should choose correct careers, especially their career should be fit with their future jobs. I have some good ideas for choosing good careers to the Deaf students.

But not all students are average, and some teachers are willing to go above and beyond this standard. Deaf educators take the time to teach their students how to succeed in a world not made for them, making it possible to evolve from a society where those considered deaf and dumb were incapable of living a normal life. Deaf education has allowed deaf students

Most of the hearing loss presented at birth is contributed with being inherited with it. The deafness presented at birth may be caused by a condition or infection that the mother was exposed to at pregnancy. The behavior or characteristics that you may see with a child of this disability is first and foremost the child not being able to hear. This characteristic alone contributes to everything that a deaf child does because a child must communicate somehow with people. A behavior that a child may learn would be sign language.

To learn oral skills depends on the ability of the children and the degree of hearing loss (“History of Deaf,” n.d., para. 6). Only then... ... middle of paper ... ...oned cell phones, video calls have enabled Deaf or HOH to be able to communicate through these technologies. To name a few other devices besides the cell phone there are, computer assisted realtime translation, hearing loops, c-print, multimedia storybook and many more (Krywko, 2010). Advance in technologies has connected students and teachers into better communication in school.

This only ended in 1980 during the International Congress on Education of the Deaf when it was declared that deaf children had the right to use the mode of communication that met their needs and successfully overturned Congress’ 1880 ban. (Padden and Malzkuhn, 2007) Fortunately, it is now often allowed for deaf students to have access to an interpreter in a public hearing school. In younger grades especially though, it is hard to determine how much of the educational content can be understood and if an interpreter that lacks skill affects academic achievement. (Anita, 2013) The Deaf in the U.S. now receive better treatment than before but that does not mean they

However, a hearing impairment not only imposes a threat to communication, but it firstly interferes with language acquisition and speech development. For hundreds of years, people have debated the best ways to provide communication skills and education for deaf and hard-of-hearing children. According to the National Institute of Deafness and other Communication Disorders (NIDCD), the earlier deafness or hearing loss is identified, the better a child’s chances of acquiring language, whether spoken or signed. Howeve... ... middle of paper ... ...gn language; others will be dominant in the oral language, while others will be balanced in their two languages, depending on the child’s abilities. ‘Deaf children who cannot communicate with their parents in their early years run the risk of permanent psychological damage’ (Lynas et al, 1988).