Music Education For The Deaf And Hearing-Handicappped Analysis

Deaf people living in a hearing world have certainly made their mark in the hearing community. Deaf people can do anything that hearing people can do. The band shown in the film called “Beethoven’s Nightmare “caused quite a stir in our class. I think that we were simply amazed that deaf musicians could play so well. By showing the audience this experience, it provides hearing viewers with the knowledge that this type of event does occur within the deaf community and that the deaf can appreciate

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.

He discusses the myths and prejudices that Deaf people frequently face, encouraging readers to reconsider their ideas about Deafness and to appreciate and celebrate diversity. Deaf Again explores the cultural disparities between the Deaf and hearing populations, which is one of its main themes. In addition to highlighting the significance of American Sign Language as a critical tool for communication and cultural expression, Drolsbaugh skillfully illustrates the extensive history of Deaf culture. He draws attention to the challenges Deaf people have navigating a predominately auditory culture by drawing a comparison between this and the hearing world's reliance on spoken language. Additionally, Drolsbaugh analyzes the subtleties of Deaf cultural norms and values, including the significance of visual communication, collectivism, and pride in one's Deaf identity.

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

Article one Deaf Culture Tip Sheet written by Professor Linda Siple (2003) provides a detailed description on the Deaf culture and highlights some suggestions for effectively communicating with people who are deaf. The author first explains the different terminology within the Deaf culture that are used to label

In programs designed with deaf children in mind, Deaf children are not only surrounded by a sizable number of Deaf students, which provides them with a socially accessible environment, but are also exposed to educational programming through which the student gains access to the Deaf community, the history and the values of Deaf

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 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

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.

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

Among their interest in the education of ethnic-minority Deaf college students, they are best known for their notable achievements in addressing various aspects in education of the Deaf. For example, Dr. Ila Parasnis has not only published and presented her works at different conferences but she has also edited several books on cultural identity and diversity in Deaf Education. As for Dr. Susan D. Fischer’s accomplishments, it mainly lies in the publication of 28 different citations in several journals as well as chapters in books that relate to the cultural diversity for deaf education (Author Detail). With all this in mind, it is clear that these professors have studied and gained in-depth knowledge for many years about the field of Deaf Education that they are able to speak about issues relating to the field as authoritative and credible figures.

When it comes to music, most instruments require the use of hearing notes. “Drums” is an exception. The musician can feel the beat through vibrations. Shawn Dale Barnett, who is unfortunately deceased, was a famous drummer also known as the “Deaf Music” man. If I were to have watched him play drums, I would not have guessed that he was deaf. Although, he did perform concerts with Deaf people in mind.

Many people know about the definition of deafness, but others don’t know. “Deaf people, and the medical profession and the law don’t consider deafness a disability” (Norton & Company, 2016, p. 1). In contrast,” a ninety percent of deaf children are born to hearing parents and society who are consider deafness a disability” (Norton & Company, 2016, p. 1-2). Deafness is a hearing problem that affects people sense of hearing and is also known as audition. “Audition is a sensory mechanism enables us to determine what happened in our environment, and provides for spoken-language.” (Grison, Heatherton, & Gazzaniga, 2016, p. 175). For example, it allows us to process information as sounds like sirens, horns, and so on”. (Norton & Company, 2016, p.

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 were educated. When this happened, the number of interpreters in schools did increased but with this came several new laws. These laws are as followed, the Rehabilitation Act of 1973 and the 1998 Amendments, Public Law 94-142, the Education of All Handicapped Children Act of 1975, the 1997 reauthorization of the 1990 amendment, the Individuals with Disabilities Education Act (IDEA), the Education of the Deaf Act of 1986, the American’s with Disabilities Act

I believe there are important qualities that go into becoming a Teacher of the Deaf and Hard of hearing. One huge quality that is essential to become an educator is to keep