Music Education For The Deaf And Hearing-Handicappped Analysis

Teaching Students with Hearing Losses In Alice-Ann Darrow’s article “Teaching Students with Hearing Losses” she states that it can be difficult to involve students with hearing losses in the music classroom and in the regular classroom as well. There are a numerous amount of students with hearing losses ranging from the ages of six to twenty-one. About 71,000 of special education students struggle with a hearing loss. A majority of students go without knowing that they have a hearing problem. Although most people believe that a person must be good at hearing in order to be musical, it is stated to be not true. The music classroom is actually a great place for students to practice good listening skills. Since listening is a mental process and hearing is a physical. Objectives for hard at hearing students should include listening to music, singing, playing instruments, moving to music, creating music and reading music. Music should be presented to the student’s strength and preferences. It is also helpful to have students feel stereo speakers or instruments as well as the use of kinesthetic movements. Alice-Ann Darrow believes that involving students with hearing losses into the music class room can be difficult but in the long run beneficial to the student.

Embracing the Deaf Culture in the Mainstream Classroom Deaf is defined as partially or completely lacking the sense of hearing as to where Deaf culture refers to members of the Deaf community who share common values, traditions, norms, language and behaviors. According to the National Institute on Deafness and other Communication Disorders, three out of every 1,000 American children are born deaf or with hearing loss and 9 out of 10 of those children are born to fully-hearing parents. Most of these children who are deaf will attend public schools. By all, means teaching children who are deaf is not easy an easy task and can seem challenging for both the students and the teacher alike but it is certainly accomplishable. Therefore, in order for children who are deaf to succeed in a mainstream classroom, the teacher must first understand the Deaf culture and counteract stereotypes so that he or she may better serve students who are deaf. The article Deaf Culture Tip Sheet by Professor Linda Siple (2003) and Deaf Myths by the Minnesota Department of Human Services (2013) elaborates on these exact issues and provides a better insight on the culture of the Deaf community.

Analyse that characteristics which influence the learning of a group of learners Inclusive learning can be described as an integrated form of learning where learners with special needs are thought with those without special needs. According to Nind et al: “Education and educational provision is shared by both normal’ pupils and

How much do teachers know about Deaf Culture? The purpose of this paper is to explain what deaf culture is and to show what teachers really know about this subject. This topic was selected to make teachers aware of the different cultures inside of America. It is also that teachers are made aware of the culture so they can learn more about that subject. When doing interviews I asked what questions the teachers had on the subject. The questions varied from, “What life is like? How to compensate? What can a school do to assist?”, “What tools are there to help the students learn better”, and “Can they hear anything at all? Is it better for me to face them directly to read my lips? Will someone assist them in communicating since I don’t know sign language?”. During the time of my research I have tried to answer these questions to the best of my abilities.

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 dominant view is that deaf persons learn to read and engage text using essentially the same processes as do hearing persons. An opposing view is that deaf individuals read using qualitatively different processes” (Musselman, 2000) Therefore deaf people individually have more options and methods than a hard of hearing. The students in middle and high school focus more in the method of encoding print; language-specific knowledge, and general language knowledge. By accomplishing learning to read and to communicate with their peers is by spoken language, English-based sign, and American Sign Language. According to their educational outcomes “ There are many successful individuals who are deaf or hard of hearing who are performing on or above grade level( Luckner & Muir,2001) But in the other hand “ the overall performance of students who are deaf and hard of hearing is typically far below this. (Traxler, 2000) Students have been tested to know where exactly they are standing. As it is mention in this article, middle school students score below grade level. For an example 6th graders will score as a 4th graders. Some students may have poor academic if they didn’t have the right methods or early learning in sign language. In order for the students to have a high education outcome is to provide the needs for a deaf and hard of hearing. Have them participate in programs that will be extremely helpful for them, tutors who can

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,

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).

Last October, California Governor Brown signed Senate Bill 210, written by Senator Cathleen Galgiani. Its title is “Special education: deaf and hard-of-hearing children: language developmental milestones.” (leginfo). The bill will require all Deaf babies in California to go through language assessment every six months until they turn five, in order to ensure they will be academically ready for kindergarten. The procedure of having the bill passed is long, but it is a huge milestone for Deaf education in California.

It states the prevalences of students receiving special education for hearing impairments and even gives teachers strategies on how to teach students with this impairment. It even goes to the extent of giving examples of assistive technology for students and teachers. It describes the characteristics and even gives a list of organizations and resources for students and parents.

When discussing the realm of potential applications of music therapy in various populations; a group that may be initially overlooked would be persons who meet requirements that classify them as members of the hearing impaired community. This initial negligence to recognize the hearing impaired community as as population in which music therapy could serve an influential role, could be due to the instinctual assumption of music as a phenomenon of auditory perception that is fundamentally accessible only to those without impairments of said perceptive auditory capabilities. Despite this seemingly natural assumption, it is important to first recognize that music is a perceptible phenomenon to persons with hearing impairments as well as those

In chapter one, the author started out with talking about inclusion and the different kinds of laws that paly an important role in the lives of deaf people as well as the deaf community. In 1970, educational interpreting brought a big change to how the deaf and hard-of-hearing students

Teachers Options There are many options open to teachers of deaf children in a variety of situations. In teaching deaf and hard of hearing children there is such a wide range of children, each with their own abilities. Each child also has a different family situation to take into account. Some children come from deaf families, some they are the only deaf family member, and some have no support from their families because they are deaf. There are also students that have family members that make an effort to learn how to best communicate with them, while some do only what they must to communicate the needed information. Along with this is the severity of each child’s hearing loss. Some suffer from only slight amount of hearing loss

The majority of future educators in Idaho are unprepared to educate hearing-impaired students. When asked a majority of the education majors indicated that they would consider an ASL class to be highly beneficial to their degree.