Colorado Educational Licensure Act Of 1991 And The Communication Plan ( IEP )

It is a linguistic minority that is worth exploring, with a rich and vibrant language. This language shapes the community. Daniel S. Koo, a member of this community explains that, “‘ASL exposes children to the world's knowledge," he says, "and it incorporates self-esteem and aspects of deaf culture’” (Bollag 1). Unlike with Julia, Deaf students who are placed in schools for the deaf, which use sign language as the primary language during classes, Deaf children do not feel isolated or weird for their inability to hear. Instead of reaching out to other isolated kids, they walk through their schools making effortless friendships and learning just as hearing kids do. The only difference? The language they use. Before ASL was accepted as an official language in these schools, many educators and school prohibited signing and, “students had to wear mittens or sit on their hands as a punishment for signing. Other schools used more severe reprimands” (Oral 1). Because of this history, the modern community strives to create an environment of open communication, where the stories that are told to friends could be seen as oversharing to hearing people unused to Deaf culture. But this environment creates a close-knit community where everyone seems to know everyone. Some parents, aware of this closeness, opt to learn ASL themselves and immerse themselves into the Deaf community to be a part of their child’s source of

One of the most emotional taxing yet gratifying parts of raising a deaf child is that the mother is typically the one member of the family most capable of communicating with the deaf child. She becomes not only a mother, but an educator, social guidance counselor, communication specialist, interpreter, and audiologist consultant (Mapp 15). The girl’s mother went to the school district when the girl entered high school hoping sign language classes were available as a precaution in case her half deaf child continued to lose her hearing. They refused to even consider letting sign language qualify for her foreign language requirement. Another recurring theme in the challenges faced by parents is the abundance of ignorance in the faculty of school systems themselves. One frustrated parent wrote said about mainstreaming her deaf child into a hearing school, “…the teacher sometimes forgets…her limits and limitations…and does something

Auditory challenged individuals are comprised of nearly 10,000,000 hard-of-hearing and 1,000,000 functionally deaf Americans and a half a million were born or diagnosed deaf before turning eighteen years old in the United States (Mitchell 2006). A great percentage of this demographic primary language is American Sign Language (ASL). These individuals are considered a verbal minority. Within the deaf community “deaf” is defined as people who have been deaf or hard of hearing entirely or most of their lives. In addition to sign language, auditory challenged individuals use broken speech usually no higher than a fourth grade level (Hauser, O’Hearn, McKee, Steider, & Thew 2010). The basic deaf education curriculum does not build a solid

The public school system is a difficult, challenging place for deaf children to learn. The students need an interpreter, and are responsible for their own equipment. While in private schools designed for the deaf, both teachers and students sign

By implementing a law to have every public place have an ASL interpreter present at all times, it would allow the deaf who sign to be able to truly understand any situation they are in. The relationship between a doctor and their patient, a teacher and their student, a pastor and their follower, and countless other examples could all be created if there were a law that required these institutions to have interpreters present. This could be expanded into a statewide or a nationwide policy that in government funded institutions like schools, hospitals, and government agencies there has to be an interpreter present if the deaf individual wants one. Some families with deaf individuals in them cannot afford to hire an interpreter, which limits the individual from expressing themselves, making informed decisions, and forming relationships. Communication is incredibly important for humans to function, and without the means to communicate there is so much that is lost between the lines between a deaf and a hearing person. For example, in the film For a Death Son, the family could only attend one church in their local area because it was the only one that had an interpreter that could be provided for their deaf son. The presence of an interpreter can open up opportunities for a deaf person and can allow the individual to be able to communicate with people they normally wouldn’t. It may take some time and money for the regulation of interpreters to be present, but it is a step closer for the United States to become more aware of Deafness and its unique community and culture. By understanding a deaf person’s rights for wanting to communicate with others, the relationship between the hearing and the Deaf is salvaged and respect is

As parents welcome their child into the world, it can be a daunting experience. Parents must spend countless hours, money, and resources finding the perfect items for their little one. After all the grueling hours of planning, organizing, and shopping, a brief moment of relaxation is taken as the wait for the big day continues. Finally, as the moment the parents have been waiting for arrives, friends and family anticipate the news of a healthy, newborn child. However, not everything goes as planned, and the child fails their newborn hearing screening. Then, three months later, the child is found to have a profound hearing loss. This leaves the parents with a tough choice: Do they let their child enter the Deaf and Hard of Hearing community? Or, do they provide their child with the proper tools to participate effectively in a society that primarily uses spoken language?

The traditional setup, and the most favored by many in the Deaf community, is state or center residential schools. Students can live on-campus at all ages, giving them access to their culture and language at all times, as well as providing them with Deaf role models and allies. They have direct access to academic content through teachers, not through interpreters or spoken English alone, and they are able to learn in an environment that was established specifically for them, where Deaf is the norm and not the

As a future educator, the information provided in this chapter can be used to help me become a more informed teacher. In the chapter, it discussed how students that are deaf spend the majority of their time in general education classes. Meaning that there is a really high chance of having a student that is either deaf or hard of hearing. As a teacher, I find it very important to get to know ways that the parents communicate with the students at home that are more effective. I can find this out by either

In this article by Maggie Leppert there is some background given about deaf education. The Individuals with Disabilities Education Act (IDEA) states, “all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment, and independent living.” It can be really hard to decide whether or not to send a child to a deaf school or mainstream them into general education. This is why it is important to be aware of the legal, social, and academic aspects on mainstream Deaf education (Leppert, 2014).

American Sign Language (ASL) is a visual and natural language. It is used widely by the members of the deaf community in the United States (Valli & Lucas, 2000; Andrews, Leigh, & Weiner, 2004). About 90% of deaf children are born to hearing parents (DOH) (NIDCD, 2015). 10% of deaf children are born to families with one or both deaf parents (DOD) (Mitchell & Karchmer, 2002). Deaf children of DOD will use ASL as their primary language rather than spoken English or a different language such as Spanish, Chinese, or other than English (Mitchell & Karchmer, 2002). Deaf families understand the importance of having language access early and their deaf children’s vocabulary will be as big comparable to hearing children who are learning a spoken language (Baker, 2010). Deaf children from DOD have full access to ASL whereas most deaf children from DOH have limited access to ASL. Deaf children of DOH are typically not given the same early opportunity (Baker, 2010). Research suggested that the first few years of the deaf child’s life are the most crucial to a child’s development of language skills and for establishing successful communication (NIDCD, 2014).

Deaf children born to deaf parents have the advantage of being exposed to gestural language from birth. American Sign Language (ASL) is the system used by the Deaf community in the United States and Canada. Although, Deaf children with Deaf parents are not receiving sensory input for spoken language, they are exposed to a language that will enable them to fully communicate meaning. Through the use of ASL, Deaf children have the ability to learn a language without the need for oral communication. In fact, there is evidence that suggest Deaf children acquire their first words before hearing children. Orlansky’s and Bonvillian’s study (1985), found the following information:

Facts: Amy Rowley was a deaf student attending Furlance Woods School in Hendrick Hudson Central School District, in Peekskill, NY. Amy was placed in a regular education kindergarten class to determine the supplemental services necessary for her education. The school accommodated Amy by training its staff in sign – language and by providing her an FM hearing aid that year. The following year, Amy’s 1st

And knowledge-lean skills like grammar, fingerspelling, non-manual markers and vocabulary. Moreover, within the reflective self-analysis I discuss use of Russell’s meaning-based processing model (2002) to identify where breakdowns occurred in the work. The beauty of the meaning base model is that it also allows me to assess how well I transitioned between consecutive and simultaneous interpretation and my ability to monitor processing throughout the work. Next in this collection is the ASL video where I discuss the effective and less effective discourse management strategies observed in the work produced by the sample interpreter for the same text. In this report, I discuss knowledge rich and knowledge-lean skills identified by Marty Taylor (2002.) I identified the effective strategies used by this peer interpreter that I wanted to incorporate in my work which included turn-taking management strategies, switching to third person when overlapping occurs between the two Deaf consumers, her effective use space for production of ASL target

In the article “Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches” the authors talked about children need regularly and meaningfully accessible to human language. Children that have not acquired a language in the early years might never speak fluently in any language. This critical period is for children to develop their first language skills. Most children that are born deaf in the developed countries have cochlear devices implanted, but these devices do not offer accessible language to many deaf children. This device might cause the child to miss the critical period that is needed for children.

Deaf Education Education is important for every child with or without a disability. We must ensure that children are taught in a way that encourages growth. There are conflicting arguments about how and where a deaf or hard-of-hearing child should learn. Every deaf and hard of hearing child should be given the opportunity to learn American Sign Language or ASL. Some say children should not be taught to use sign language and others say sign language should be the first language that is taught to deaf children.