Perception Of Administrative Support And Teaching Deaf Students With Additional Disabilities Essay

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).

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.

There have been some reviews shown that “the barriers such as standardized testing, lack of support services, discrimination, and lack of awareness of deafness among principals in hiring positions are keeping deaf professionals out of schools.” The deaf teachers do not receive support as much as the hearing ones do, making it difficult for a deaf person to want to become a teacher and be continually motivated to complete the program to become a teacher and to ensure that they can also get a job. The journal emphasizes that the deaf students need the appropriate type of teachers, deaf teachers to be

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.

The National Deaf Education Project was founded in 1998 by Lawrence Siegel. Lawrence M. Siegel has been an advocate and attorney for special education cases beginning in 1979 (National Deaf Education Project). He received his B.A. and M.A. degrees from the University of California at Berkeley (National Deaf Education Project). He has strong beliefs regarding the Deaf community and culture and the Deaf’s rights and liberties as Americans. Specifically, he believes that communication and language is a right for human beings and should become a necessity for learning. He established the NDEP to become the model and articulate a plan for communication in the educational setting for deaf and hard of hearing students in the United States (National Deaf Education Project). The board of the NDEP consists of representatives of Gallaudet University and collaborators of the project of the American Society for Deaf Children, the Conference of Educational Administrators of Schools for the Deaf, the Convention of American Instructors of the Deaf, Gallaudet University, and the National Association of the Deaf (Gallaudet). This organization continues to aid in reforming the communication systems for the deaf and hard of hearing in public educational systems.

There are very few and limited opportunities for the deaf across the country, and even fewer opportunities and awareness in college. This issue is not present itself in the Deaf community, but rather, it lies in the merges between Deaf and Hearing cultures. In general, America has been known to struggle with diversity because people have been raised to believe there is this perfect format to being “normal”. Deaf people might not be able to hear, but they can do nearly whatever they set their minds to. However, ignorance about deafness and Deaf culture has led to discrimination when it comes to the criticals of education and hiring opportunities. The Deaf are more empowered more than ever to break the barriers that have held them back for so

It is people like William J. Stokoe and many special educators that change the way deaf and hard of hearing has an impact on our life. We belong now. With the hard work of Stokoe, the deaf community can now rely on a successful education which includes a bilingual mode of communication that leads to a bright future. Hearing impaired students can practice self-advocacy in order to thrive. Educators can practice simple models and strategies and provide key accommodations to extend the education experience for those who are hard of hearing or

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,

Chapter (29) summarizes the future of schools, supporting deaf children, and some of the pros and cons of attending day or public schools. In addition, there is a definite need of more outside support and general information towards parents of deaf children and teachers. The state should try to fund deaf education programs for both parents and teachers. When a child is in a public school class full of hearing children and they are trying to keep up, there is an issue that needs to be resolved.

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

Deaf Parents Perspectives on Deaf Education was written by Carlene Thumann-Prezioso. This article consist of a list of questions asked to Deaf parents as it relates to school systems and the changes they would like to see. Prezioso also discusses, how the things that are viewed as disadvantages affect the Deaf culture. She begins the article by first talking about what the deaf students believe the problem is. John, who is deaf, stated that he believes “the teachers have low expectations for deaf children.” This statement may hold some truth because some hearing people tend to view deaf children as having a learning disability; however that is not true. A learning disability and a language barrier are on two different ends of the special education

There are schools specifically for children who are deaf, although integrated schools can also provide sufficient opportunities for students who are deaf. This can mean an interpreter in the classroom as mentioned above, a microphone on the teacher which can work to amplify the effects of hearing aids and cochlear implants, a teacher’s aide who can repeat unheard instructions, and the use of developing technologies in order to convey message, such as speech-to-text instructing. Teachers need to be aware that being hard of hearing can influence the student’s sentence structure, particularly in those who learned ASL first, as it uses different sentence structure; vocabulary, particularly with words which have two or more meanings, such as “bark”; speaking, particularly when spoken to and when identifying “soft” sounds like “tsh” and “shh”; and social skills, as many children with hearing loss experience isolation from their peers who can hear. Many times, those who are hearing - including teachers - mistakes HATS, hearing aids, or a cochlear implant as a “cure,” where after placement, a person who is hard of hearing or is deaf should be able to hear “normally”. This is not the case, and teachers particularly should be aware of that. With all of the issues that a student with hearing loss faces, it’s unfortunately common that students with hearing loss “ have difficulty with all areas of

The history, culture of American sign language has been documented and expressed through signs for generations.The video The Story of ASL by Arika Okrent shows much about the history but we must be able to embrace this knowledge and enjoy learning on our own.

Discovering my passion to teach ASL was not until I was traveling overseas shortly after I completed my undergraduate studies. Through my journey in Europe, I met many people who are very curious to learn ASL and American Deaf community which motivated me to teach them. Because of this, I found myself eager to learn more about ASL pedagogy and it led me to my graduate studies in Sign Language Education at Gallaudet University. In December 2013, I graduated with a Masters in ASL teaching, and then landed a job in Austin Texas as an ASL teacher. After working at TSD for several years, I witnessed many challenges deaf educators have faced. For instance, one of the challenges was a lack of standardization in ASL curriculum for first language learners. Another concern is that deaf children are still not at par with their ASL skills. With all those challenges, it gravely concerns me. This is the reason why I would like to remain in the deaf education field to continue my commitment in improving the quality of ASL education. However, I still need to advance my skills as an educator and to gain knowledge about the school system,

First we were placed a facilities based on our interest and/or related with our major. St. John's School for the Deaf was my placement for Monday and Tuesday then on Wednesday I was in the hospital. I am so excited to be able to go both places. The school started 1978 in Banjul by Irish missionary Patrick Nolan who wanted to help a deaf child to communicate then school was founded for the deaf in Mission House. In 1983 the government located land for the school and the Catholic Mission funded for proper school to establish.