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.
The Redeafined magazine has an information about which is best in between with the institute for the Deaf or mainstream in a hearing school. The mainstream have “curriculum and teaching styles standardized across classrooms” and “signing students communicate through interpreters”. This can be for only few deaf and not many. “May have individual speed therapy”, and this school “will have more practice listening and speaking to communicate during the school day”. “Deafness likely viewed as a disability or medical problem”.
In a regular classroom, the student is with hearing students and all instruction comes from the main classroom teacher(s). In this instance, there is little to no additional support inside the classroom. Although, if in-class support is something that the child needs, the is an option to have added support in the classroom. Mainstreaming in a regular classroom with additional support services places the student in a classroom with hearing students along with an speech or language therapist, interpreter, additional teacher, teaching consultant or a teacher of the deaf. This support may come from inside the classroom, in which the helper co-teaches or work one on one with the deaf student while the teacher addresses the whole class.
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
A deaf child born to deaf parents adapt language normally, because the parents know how to relate to their child. However, a deaf child born to hearing parents, who have no prior exposure to the deaf culture, struggle to learn how to communicate with their child. The absence of communication will interfere with a child’s development (Easterbrooks & Baker 2002). Hearing parents do try their best, but there are things a deaf child needs. The knowledge of visual and spatial relationships is a skill most hearing parents do not understand, however their child will need that understanding (Easterbrooks & Baker 2002).
Using Assistive Technology in the Inclusive Classroom. www.cooklibrary.edu ERIC Documents. Emerging Trends in Technology for Students with Disabilities: Considerations for School Personnel. www.cooklibrary.com National Association for Speech Fluency http://www.stutteringcontrol.com/ Traditional Speech Therapy for Stuttering. http://www.rickywburk.org/speech/therapy.htm The Power Stuttering Center, http://powerstuttering.com/ The American Society for Deaf Children http://www.deafhoosiers.com/Parents/ASDCPositionPaper.pdf Rosenthal, Paula, J.D.
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.
These systems require teachers to wear microphones and students to wear special hearing aids (Kendall Support Services Team, 2003). Similarly, soundfield systems amplify the instructor’s voice, not only for the deaf students, but for the w... ... middle of paper ... ...rams. American Annals of the Deaf, 146, 60-66. Retrieved February 21, 2005 from http://www.findarticles.com/p/articles/mi_Qa3782/is_200103/ai_n8937896 Schirmer, B. R., & Ingram, A. L. (2003). Using online chat to foster the written language development of students who deaf.
A behavior that a child may learn would be sign language. Sign language is a branch of communication caused through parenting that serves cognitive, linguistic, and social functions (Marschark 23). Other characteristics of children with deafness can be that they have tried to use hearing aids or have done some sort ... ... middle of paper ... ...aling with it as a part of your life. Children usually born with deafness are attributed with this severe form of hearing loss. Other ways to deal with deafness can be treated orally by surgical procedures or medications to help treat the disability.
According to Scheetz (2012), DHH students who are children of deaf parents and have a deaf sibling adopt the culturally Deaf identity, those who were born into a family who stress oralism develop the culturally hearing identity, and those who are children of a hearing family adopt the bicultural identity. DHH students who have developed the culturally Deaf identity rely primarily on the manual mode of communication, but they have rich knowledge of Deaf culture, traditions, and values because they, together with their family, live by these culture, traditions, and values. These students usually go to special schools for the deaf and may benefit more from the American Sign Language (ASL) or other manual system. One issue here is that, because of DHH students’ tendency to be exclusively exposed to the Deaf culture and community, they may end up having