I learned English easiest from the Deaf teacher” (S. White, personal communication, February 16, 2016). Also, young Deaf students should be taught by Deaf teachers because Deaf/C.O.D.A are good language models. Language models are important to have because who else would be a good model for ASL? Throughout this article I will be exploring and sharing with you why Deaf/C.O.D.A teachers are important to the education of young Deaf/hard of hearing
This opposition is similar to the cochlear implant opposition. The people who believe Deaf students should be in mainstream schools tend to come from the hearing community, as they view being Deaf with the half-empty perspective. Those who believe Deaf students should go to Deaf schools are usually the ones from the Deaf community, as they view being Deaf with the half-full perspective. The Deaf community believes that Deaf students should stay in Deaf schools because it helps them embrace their deafness. It allows them to use sign language and be with people who are Deaf, as well.
Those who have deaf parents are more likely to develop a strong sense of independence because they have their parents as role models. Unfortunately, those with hearing parents may not have much of a support system. There are many cases where hearing parents don’t learn their own child’s language and don’t care to communicate with them. These children may have a low self-esteem and no high hopes for their future. This is why, as teachers, we must show that we care by sharing our knowledge and promoting these skills, so that these students know what the future has to offer.
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
Arguing about careers with people such as your family’s member, friends, co-workers, and even school career counselors is may good way to choose a correct career. Also working experience can be the greatest influence to choose a career for the deaf. Since, Deaf students tend to more embrace something that they are seeing than something that they heard indirectly. That is why, many students choose their career while they are studying or working.
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.
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.
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”.
Advance in technologies has connected students and teachers into better communication in school. Deaf children can connect with many others besides teachers and peers but with professionals. Regardless of the many methods or approaches into educating Deaf children, there will not be one permanent way that can help with learning. Every individual functions and acquire differently because no one is born with the same ability to learn. In years ahead there will be many more advances in teaching Deaf children and they won’t always be right or agreed upon to be used for Deaf education.
Deaf education is tailored specifically to match the need of the deaf or Hard of Hearing student. Deaf or Hard of Hearing students are entitled to a quality education, at the same level of academics with equal curriculum requirements as any hearing student would receive (“Deaf Education”). When it comes to communication with the Deaf and Hard of Hearing, the most common method is sign language. Each Country and region has their own type of sign language (“Communication Modes”). A deaf child may be educated in one of the following methods, Bilingual communication, total communication or Oral communication.