Essay on Diversity in Education

According to Anderson and Grace (1991), the notion of a Black Deaf identity is really astounding because there are four different cultures that affect the members; the hearing, the Deaf, European-American, and African-American. A major feature of the Black Deaf identity is their first identification as either Deaf (Deaf Black) or Black (Black Deaf). When the question on which culture they identified with, Black culture or Deaf culture, was asked, eighty seven percent of Black Deaf adolescents identified with Black first whereas thirteen percent identified with Deaf first. Research has revealed that the

deaf: working for the rights of all deaf people in this country, including education of deaf children.

This documentary does an excellent job of advocating for the acknowledgment of people who are deaf within society. This is shown through not only the brilliantly written and performed poems of the students but also in the basic, everyday struggles each of them face, such as the desire to fit in or be valued by those around them. Deafness is not a specific to any gender, race, culture, or religion. The struggles many people who are deaf go through are relatable to all and

Deaf culture in is one of America’s many sub-cultures, which means that it is a culture imbedded into the overall culture of the nation. What is unique about the deaf culture is that at times it is a sub-culture of a sub-culture, of a culture, for example the deaf community in Colorado is a sub-culture of Colorado’s culture, and Colorado culture is a sub-culture of the American culture. It can get even more complicated than even that, because say there is an African American deaf culture in the deaf community that adds another deaf culture. It is also unique and set apart from other cultures because of the language barrier between the deaf community and the hearing community. Deaf culture has only recently been accepted by the general public, as well as they have not always had access to an interpreter. Deaf culture has changed drastically since before the 1960’s.

Hamil, A. H. & Stein, C.H. (2011). Culture and empowerment in the Deaf community: An

This article explains a study that Catherine Adekemi Ayantoye and John L. Luckner conducted, about factors that contribute to the success of students who are deaf or hard of hearing that come from culturally and/or linguistically diverse backgrounds who receive most of their education in an inclusive setting. This study was conducted using a strength-based positive psychology lens, which means the focus of the study was on human strengths. This study used two ways to collect their data, interviews and observations. By preforming both of these strategies to collect their data, Ayantoye and Luckner were able to reveal seven themes that contribute to the success of all four of the students in this study. These seven themes are: helpful resources,

A very long time ago, being deaf was looked upon as undesirable and individuals were disconnected from the rest of the community. The were considered to be freaks and thought to be incapable of being educated, deaf and dumb. They were left to live a life in isolation, not only from sound, but from society as well. Today, we see these individuals through a different lens. Their struggles throughout history have been many and they have continued to open our eyes and show the world that being deaf is not about having a disability, but rather ability.

As children, we are often asked what we want to be when we grow up. Many say “astronaut” or “teacher.” Deaf people do not always get the chance to achieve their goal. Sadly, many Deaf students do not get a good education. In a hearing school, interpreters are sometimes not provided which causes

In the educational life of a Deaf and Hard of Hearing, many had their struggles throughout their lives. In this research I’ve realized the many possibilities schools and programs have to offer students with this situation. I believe is a beautiful feeling to know the many people with this condition can overcome so many obstacles in their educational life. From the effect in deaf bilinguals in elementary schools, how bilingual education impact a child’s education who are deaf to how deaf people viewpoints effect in their higher education level. The reason why I chose this topic for my research paper is because it can relate to my own personal experience as I am a hard of hearing student as well. I wanted to learn the many opportunities

The story of education of Deaf and Hard of Hearing children in America dates back to 1817, when the first school for the Deaf was established in Connecticut. It was called the American Asylum for the Education of the Deaf and Dumb, known today as the American School for the Deaf, and it taught its pupils academic material as well as occupational training. In the period of time that followed, known as the “Golden Age” for American Deaf people, sign language was widely used, and all subjects, including written English, were taught through sign and often by Deaf teachers. Unfortunately, this period of time was short-lived, and by the end of the 1800s, spoken language was seen by the mainstream education community as superior and it was implemented into the curriculum after an infamous conference known as the International Congress of Milan of 1880. At this meeting, it was confirmed that spoken language would dominate Deaf education, and the use of sign language would be outlawed; this decision would change the learning experience of Deaf children forever. The conference was unfairly filled with “Pure-Oralists,” with only one Deaf voter out of 164 participants, deciding the fate of children for years to come. After “hearing educators decided what was best for deaf people,” the education system shifted completely (Leigh 17). Deaf teachers were nowhere to be found,

This chapter discussed the concerns of the education of individuals who are deaf or hard of hearing. According to the federal special education law students with a hearing loss is considered a low incidence disability. The effect that hearing loss has on children is it affects their development of communication skills. In order to receive special education services, students must take an assessment. The assessment incorporated the students' ability, achievement, and social/ emotional/ behavioral domains. It was also mentioned in this chapter that most of the students who are deaf or hard of hearing receiving all or part of their education in a general education setting.

One topic from this class that I will remember long into the future is the unit on deafness. On a basic level I understood what it meant to be deaf, however, I did not realize the Deaf culture surrounding this group of people. Before this course, my only exposure to deafness was through three acquaintances. None of them grew up in a Deaf family, used sign language, or had other friends who were deaf. Because of this, my view of people who are deaf was that they had a disability but it did not stop them from interacting with hearing people. Upon further inspection, this idea has a few issues. Firstly, all of the people in my life who I thought of as deaf are, in actuality, partially hearing, meaning their hearing aids help them understand others. Secondly, I have never asked any of these individuals what it is like to communicate with hearing people, so all of my ideas about how easy it was for them to make friends, work, and learn were based on

The results of the study showed that there are two major misconceptions of hearing high school students towards the Deaf and HoH community. These misconceptions revolve around the statements “American Sign Language and English are the same” wherein the students thought that ASL and English Language differ in structure and use when in fact it is the same with the English Language and “Deaf people should invest in cochlear implant surgery (a device put onto the brain to allow limited hearing)” wherein there’s the idea that they are “supposed to be better” instead of just being proud for who they are. The least ideas with misconceptions were “Deaf people can read and write” in which students mostly agreed and “Deaf people do not own homes/houses”

There are several accommodations being made for the deaf and hard of hearing students who attend public schools. To break the Deaf and Hard of Hearing classrooms down, we can subject them into four different types of classrooms. First off, there is the regular classroom to which there is the student is with non-disabled students and all instruction is from the classroom teacher.  (Miller, 2012) There are little to no additional support services provided for the deaf or hard of hearing student because of the teacher’s focus is on other student’s who have different educational skills. Along with being not a focal point towards the teacher, the Deaf and Hard of Hearing student does not have a role-model to look towards because every other student

More than half of the colleges and university in the United States are enrolling approximately 26,000 deaf students annually- increase of more than 25% sine 1990 (National Center for Education Statistic, 1999). (1) However, only one in four deaf students enrolled in a four years college program managed to graduate. There are two types of enrollment of deaf students: mainstreaming and/ or inclusion. Mainstreaming is attending an open classroom with AVAILABLE resources room and specially trained teachers or aide. This is typically a segregated classroom in addition to classes with hearing peers. Inclusion is contrast to this, entails deaf students receiving all instruction and support services within their regular classroom. Since deaf students depend