Residential Schools For Students Who Are Deaf And Hard Of Hearing Essays

Residential Schools For Students Who Are Deaf And Hard Of Hearing Essays

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History unfolds the advantages of residential schools for students who are deaf and hard of hearing (DHH). While some DHH students are placed in other educational settings depending on their circumstances, majority of those who have experienced residential schools cannot help but express how glad they are of the experience.
Because of the low incidence of deafness, we seldom see residential schools for DHH students. Texas has one residential school for the deaf that services the whole state, the Texas School for the Deaf (TSD) located in Austin. Discussed below is the role that residential schools play in the following aspects of deaf individuals: education, lives, culture, communication, and development.
Residential schools play an important role in the education of DHH students because they offer academic requirements similar to the regular and special education curricula with additional emphasis on deaf communication. Residential schools provide an extensive array of academic and vocational courses and a wide range of athletic and social programs (Stinson & Kluwin, 2011). For example, the Texas School for the Deaf (TSD) offers the following academic opportunities needed for the holistic education of the DHH students it serves: Parent Infant Program, Early Childhood Education, Elementary School, Middle School, High School, Career and Technical Education (CTE), ACCESS Program, Career and Transition Services (CTS), Special Needs, and Related Services (Texas School for the Deaf, n.d.). K-12 DHH students study the Texas Essential Knowledge and Skills (TEKS) standards and Early Childhood Education DHH students learn the Creative Curriculum (Texas School for the Deaf, n.d.).
Residential schools impacts the lives of DHH students b...


... middle of paper ...


... Deaf, n.d.).
Lastly, residential schools impact DHH student’s total development because they literally are created to help develop the students’ whole person: socially, emotionally, culturally, intellectually, and physically. As mentioned above, the DHH students’ daily interactions with others in the residential schools will help them develop their social, emotional, and cultural competence (Scheetz, 2012), while their daily academic, vocational, and athletic activities will help them develop their intellectual and physical abilities (Stinson & Kluwin, 2011). Residential schools, indeed, promote the overall development of DHH students.
Depending on resources and individual circumstances, residential schools may not be for everybody. However, those who choose to be in the residential schools, especially high school DHH students, will surely realize it is worth it.

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