When a child is born and labeled as Deaf/deaf or hard of hearing the family must make an important decision on which mode(s) of communication that child will learn and use, which impacts that child for the rest of their lives. (Hardin, Blanchard, Kemmery, Appenzeller, & Parker, 2014) The research I have reviewed this semester has revolved around what mode of communication is the most effective not just in the classroom but at home and workplaces as well. This is an important topic for not just myself but for the field of education, because when faced with a Deaf or hard of hearing student (which is roughly around 2 out of every 1,000 born have some sort of a hearing loss) the teacher is responsible to be able to communicate with their students …show more content…
The three main points that I have learned during my research reviews were: 1) which ever mode(s) of communication are decided become a large part of the child’s identity 2) ASL is a separate language that includes parts of English but is not English, as a result students will need direct instruction to learn and become fluent in English even after mastering ASL 3) regardless of the way the individual communicates, accommodations need to be considered in all aspects of life. These points were main topics within articles that at a glance don’t explicitly explain them.
Effective communication is an important detail in any successful relationship, whether it is between student and teacher or employee and employer or family member and child. (Haynes, 2014) So when deciding which mode of communication their child will be exposed to the parents must consider what will they be able to keep constant in their lives, what support they need,
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Being introduced to knowledgeable professionals before making a decision on which mode of communication the family wishes to choose is an important accommodation that starts from birth of an individual who is Deaf or hard of hearing. (Hardin, Blanchard, Kemmery, Appenzeller, & Parker, 2014) Each mode of communication was faced with its own set of challenges and needed accommodations. When reviewing the study on Deaf or hard of hearing workers in the workplace they complied a list of appropriate accommodations that the individual who is Deaf or hard of hearing approved of and the employer approved of. Within this list having all meeting material in text form given to the individual who is Deaf or hard of hearing during the meeting increase participation and comfort for them. Also being given certified interpreters for work encounters was also considered an improvement to both parties comfort in communication. (Haynes, 2014) In comparison, individuals who are born deaf and implanted with a cochlear implant still need accommodations as well. (Mishra, Boddupally &Rayapati, 2015) Individuals with cochlear implants struggle in settings when multiple people are talking at once, a simple accommodation of requiring turn taking during meetings or preferred seating towards the front to help better focus on the speaker can help in these situations. (Mishra, Boddupally
In my family, I have a close cousin who is Deaf, and I know that many of my family members have questions about Deaf culture but are too afraid to ask. I felt the same way, which was a main reason I decided to take the ASL class. The class not only opened my mind to the study of American Sign Language, but also how Deaf culture is used in our society. This book has helped me learn a lot, from ways to respect Deaf people and to understand them, which is why I have advised my family to give the book a look as well. I definitely agree with points this book makes, because nearly all of them relate to today’s society and the world that we live in right now. Although, occasionally, some points were a bit confusing and took me off-guard, I performed some critical thinking on it and made a list of those I didn’t quite understand or agree with.
At Clarke I currently teach in a self contained classroom of four year old children that are deaf and hard of hearing who are learning to listen and speak. I assist under the direction of the classroom teacher in planning, preparing and executing lessons in a listening and spoken language approach. I have the opportunity to record, transcribe and analyze language samples on a daily basis. In addition, I facilitate the child's communication in the classroom and ensure carryover of activities between the classroom and individual speech therapy sessions. Every week I contribute and participate in meetings with the educational team to discuss each child's progress using Cottage Acquisition Scales of Speech, Language and Listening (CASSLLS).
One of the largest challenges is people being unaware of the Deaf culture and how to distinguish communication. It may be assumed that the members of the Deaf culture have low self-esteem and live in a lower status in society. For the most part, a hearing person has little to no experience with Deaf individuals and society can have preconceived notions about Deaf and hard of hearing individuals. Due to our society, one-side view of deaf people, they are stereotyped as people who cannot function without the help of someone else. People tend to think that there is a relationship between being deaf and intelligence. Many Deaf or hard of hearing people lead very successful and productive lives. In order to change societies discriminatory behaviors our society must understand the oppression that Deaf people face
Unfortunately, deaf/Hard of hearing people have long been victims of discrimination. Lacking a “voice”, hearing people have assumed that Deaf people are incapable, and have made decisions for Deaf people on their behalf. Even today the attitude toward Deaf people is that they are incapable of accomplishing anything including their own dreams. This message of incapability is sinking into the heads of many Deaf children and adults. Deaf people as a group are underemployed or unemployed period. Many community based services are unwilling to make accommodations to meet the needs of this unique population. Being deaf means that you can’t hear the conversations in supermarkets, in banks, at the post office, at work, at school, etc. All of these which hearing people take for granted. This means that a deaf person is often found in situations where they can’t follow what is being said and are often confused, scared, and isolated. The attitudes of hearing people toward Deaf people tend to pervade deaf/HOH people’s relationships with their family, educational environment, employers, and fellow co-workers. Some examples are, accepting lower expectations of themselves based on perceptions of hearing people, and lacking confidence as a result of being raised in an overprotective environment, or having things done for them.
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.
The Deaf community is a group that is made up of many different people, who all have different backgrounds both culturally and linguistically. Every single person in the Deaf community is unique, yet they share a common quality that brings them together. These people understand what it feels like to be labeled differently from the “norm” of society, to be discriminated against or misunderstood, sometimes even by their own families. Deaf people share a pride in the culture they share. This pride is something everyone could afford to learn from, as the Deaf community prides itself on its beautiful and expressive language, as well as the accomplishments of its members. This linguistic minority group is one that has bonded together over the physical difference that separates them from normal people, and that is their varying levels of hearing loss. “The traditional view of deaf people focuses only on what is not there” (TKH p.1) this quote from our textbook is a brief synopsis of how most of the hearing world views those who ca...
The documentary “For a Deaf Son,” delineates a young boy, Thomas Tranchin, who was born deaf into a hearing family, and the battle his parents endured to decide to teach Thomas in sign language communication, strictly communicate in English, or both. The documentary is educational for the hearing world to shape their own particular opinions on what type of technique would be better for their child in the event that they were to ever be in a comparative circumstance. As Dr. Carlos Erting expressed in the film, 93% of hearing impaired children have hearing parents; therefore, this documentary gives a glimpse at both perspectives of nonverbal communication and oral communication. However, as I viewed the short film, the clashing feelings of Thomas’
Mark Drolsbaugh, the author of Deaf Again, was born to deaf parents at a time when the deaf population didn’t have and weren’t given the same availability to communication assistance as they have today. He was born hearing and seemed to have perfect hearing up until the first grade when he started having trouble understanding what was being said but was too young to understand what was happening. (Drolsbaugh 8).
Effective communication is important when working with children and young people. Effective communication is good as it helps make relationships between the child and adult, this will further the children’s communication skills and they will then be able to make friends. Communication is also important as it’s how we express and share our feelings, needs and ideas, that’s why it’s important for adults to make good relationships with the children. Children should feel comfortable and relaxed when communicating as this makes them more likely to enjoy communication and be able to discuss any problems to the adults.
I also feel that ASL is a beautiful language and should be given as a choice in language requirements in all grade levels. This language that was brought to us over 150 years ago could sustain and still be useful today for within our own country unlike Italian, French or German. It has some kind of magic that makes us want to learn and speak it when we do not have to. The fluent and rhythmic motions are mesmerizing and captivating and anyone with the means to learn it should.
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 PBS home video “Through Deaf Eyes,” there are thirty-five million Americans that are hard of hearing (Hott, Garey & et al., 2007) . Out of the thirty-five million an estimated 300,000 people are completely deaf. There are over ninety percent of deaf people who have hearing parents. 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.” 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.
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.
Effective communication is a key principle for developing positive relationships with children, young people and adults. By ensuring that communication is effective it provides clarity on what behaviour is expected and a clear understanding of the tasks. In providing this children and young people will feel they are able to join in and it also provides positive experiences in variety of situations. The result is children will feel more at ease within the school setting and with those around them. By listening to what a child, young person or adult has to say a sense of value and self-worth can be achieved, which forms another factor in developing positive relationships, trust.
In order for him to bridge the social and cultural gap it is important for his parents, as well as his teacher to consider his own personal individual needs and preferences. A major controversy today is over which language should be the first language for a child who is deaf- English or ASL. Michael’s parents should consider allowing him to experience both English and ASL, which would then allow him to determine his own first language. Michael’s kindergarten teacher needs to make every effort to provide him the most adequate teaching with significant curriculum to best suit his needs (Heward,
Method of Communication and Different Uses of Communication With the development of civilization and written languages came the need for more frequent and reliable methods of communication allowing messages to reach longer distances. This was essential to the control of trade and other affairs between nations and empires. Early man used cave walls as the media on which messages could be transcribed, this was common for many years, until the Egyptians discovered a special kind of rush (Papyrus) that could be woven to form a portable writing material. In about 105AD the Chinese discovered a way to make a similar substance from wood pulp.