Developing A Social Skills Plan For Michael

In the documentary, For A Deaf Son a deaf child, named Thomas is born into an all hearing family. Not ever experiencing such a situation in their lives, Thomas’s parents grieve for their child and the fact that they are never going to have the perfect “normal” child they dreamed of having. Knowing that Thomas will not get his hearing back, Thomas’s parent want him to be cured as much as possible, so they make him take speech/oral classes. As Thomas continues to take speech classes over the years his speech improves very little. Not being satisfied with Thomas’s improvement and becoming frustrated with not being able to understand Thomas, Thomas’s father explores the deaf community to find more options available for Thomas to be able to communicate.

Mark Drolsbaugh presentation titled “Madness in the Mainstream” encompassed Deaf education and challenges Deaf children face with mainstream education. Drolsbaugh was born hearing and as he grew up, he had progressive hearing loss and became Deaf by college. Luckily for him, he was born into a Deaf family. Drolsbaugh went on to Graduate from Gallaudet and wrote for different deaf newspapers and publications and became a school counselor. He had written four books by 2014 pertaining to the Deaf community. Madness in the Mainstream was actually his fourth book and was the basis to this presentation.

Darrow’s article was easy to read and focused on the importance of how to teach deaf students. Although I enjoyed reading it, the writer lacked to inform how students with hearing losses can differ and how this can

Black Deaf Students: A Model for Educational Success Williamson explores the types of environments that would be best for deaf black students. She is able to do this by taking all of the intersectionality’s that are variables in the success of deaf black individuals. She took the

The first article, Predictors of Assessment Accommodations Use for Students Who are Deaf or Hard of Hearing by Cawthon & WurtzBest (2010), is a regression study aimed to explore whether student characteristics, teacher perspectives, and contextual factors predict accommodations use with students who are deaf or hard of hearing (Cawthon & WurtzBest, 2010). The article is very relevant to special education assessment because it discussed implications for assessment policies and practices with students who are deaf or hard of hearing, particularly during an era of accountability reform (NCLB accountability).

I struggled to listen to the instructor and found myself having to work very hard to understand her then about an hour into class I began to lose focus and stopped paying attention. In this instance, I empathized with the children who have an unidentified hearing loss and struggle to pay attention in school. These children are often identified as having attention and behavior issues when in reality their hearing is the problem. This further emphasized the importance of services such as hearing aids, FM systems or other amplification methods to ensure that these children do not have to work so hard to understand

American Annals of the Deaf is an educational journal that is committed to providing educational experiences of high quality as well as related services for the deaf. This journal has been around for over 150 years, and over time they have been dedicated to making sure that children and adults who are deaf or hard of hearing are receiving quality assistance for their disability (NEED CITATION). In July 1996, they published a scholarly article in response to a survey Catherine Gillespie and Sandra Twardosz conducted about the literacy environment and different practices that children are receiving in a residential school for the deaf.

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

This article "I Have a Child With a Cochlear Implant in My Preschool Classroom. Now, What?" by Carrie A. Davenport and Sheila R. Albert-Morgan dealt with the issue of exploring the fact that although cochlear implant technology is progressing rapidly through the years, there is however still a lack of capacity at the school level. This article also provides awareness of what individualized education program (IEP) teams can practice while raising the learning skills of a deaf child who uses cochlear implants. The main focus of this article is to help teachers provide the best education for children who are deaf and use cochlear implants while in classrooms, by implementing ways teachers can provide the appropriate accommodations to their students,

Hearing-impaired students face significant challenges in the Coeur d’Alene school district and do not often go on to higher education.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

A few easy steps can be taken to ensure the classroom is suitable for hearing impaired students. When

The article talks about why Deaf students’ teachers should be a C.O.D.A or be Deaf. A C.O.D.A or child of a Deaf adult is someone who grew up with one or both parents being Deaf and is a hearing person. Deaf/hard of hearing students being taught by a Deaf/C.O.D.A teacher is important because when teaching Deaf students, a language model is needed. Without a language model who would the students have to look up to for help not only with ASL but with

In past times, an issue that occurred most often was how to respond to the deaf in terms of education. They most certainly were not able to hear which meant that they also would not be able to speak clearly or at all; many questioned how they would be able to comprehend others or communicate with them in that kind of setting. There were little to no schools that educated deaf children until Thomas Hopkins Gallaudet, a man with great intellect, decided that what he wanted do in life was to contribute to the deaf world (“Thomas H. Gallaudet”). Gallaudet, founder of Gallaudet

Deaf children that are placed in a regular school setting often are accompanied by another individual known as an interpreter. The role of the interpreter breaks the language barrier between the “hearing” teacher and the “non-hearing” student. An interpreter’s role in the classroom is to