Students With Hearing Losses

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

The first educator that I observed was Mrs. Crystal Sullivan at Fox Meadow Elementary on September 14, 2017. Mrs. Sullivan is a music teacher at this school and on this particular day, Mrs. Sullivan had special needs students in her classroom in the early morning. I chose to observe Mrs. Sullivan while teaching special needs because I had a great interest in special needs students. The students came into the classroom and first went to sit on the risers in the back of the room. Accompanying them were 4 other adults who assisted the special education teacher. Mrs. Sullivan began her class with the “Hello” song which the students were receptive to. She played a small guitar while singing the song and they also began to pat the beat on their legs. The disabilities of the students ranged from severe to non-severe. There was one student who did not seem to enjoy the music because he continued to cover his ears. The teachers accommodated him by encouraging him to listen and participate. Mrs. Sullivan used many engaging techniques such as physical activity while teaching her music class with the special needs students. For example, Mrs. Sullivan played the “All Fall Down” song on the smart board and each student performed a move at various times in the song. The students would either act like they were cranking up or they would crank down and fall to the carpet. She also utilized the parachute which students held and walked around as music played. Mrs. Sullivan also used dynamics

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.

First, this book allowed me to see the negative way in which deaf people were perceived. This book is not old by any means, and I was taken aback by the way deaf children were perceived by not only others in the community, but often times by their own parents as well. The term

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

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.

Many believe that just because people are deaf, that means that they are not capable of knowing how to play music. However, in reality, these kids are more than capable of doing it and that is what Alice Ann Darrow is trying to emphasize. Alice believes music has, for long time, been advocated for deaf and hard of hearing students in which will help that student express themselves. Not just this, but in the article, it also indicates how most teachers believe that these students cannot hear nothing at all making it difficult for them to play an instrument (Darrow, Pg. 27). This is not true because people with hearing problems can hear different ways. Darrow states, “These students may, however, use their residual hearing to make discriminations about environmental sounds- including music (Darrow, Pg. 27)”. What this means is that these people are able to hear some sounds even if they have hearing

WHAT IS THE IMPORTANCE OF MUSIC EDUCATION IN DEAF CULTURE AND HOW HAS THE MUSIC INDUSTRY PROGRESSED IN PROVIDING FOR THE HEARING IMPAIRED.

This essay will focus on how the deaf perceive music and how the music industry has progressed in serving the deaf so that they can also enjoy and experience music the same way as hearing people do. It has therefore been spectacularly enlightening to discover that people could learn more

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

As for individual students, there were a few unique individuals, as well as a few students with special needs. In Mr. Leonhardt’s class, there was a very enthusiastic 2nd grade girl who hugged each one of us as she entered the classroom. He tended to her needs by having her sit next to him during class, and calmed her down when she started to get upset. Mrs. Davidson had a partially-deaf student with a cochlear implant, and the cochlear implant connected to a speaking device that Mrs. Davidson wore during the class period. In Mrs. Pollard’s class, a student with special needs who did not have the hand-eye coordination to play the recorder instead used a keyboard with his own headphones in order to play the same song that the students who were

My teaching objective was to help my student learn deaf culture with understanding from their perspective based on history. Today many deaf people, of course, love hearing people like I am to your daughter. If she is willing, she can go to deaf

A case study presented by Lindeman and Magiera (2014) discussed how different professionals can effectively co-teach a student who is deaf or hard of hearing. First, the deaf educator and the involved professionals need to explicitly agree to collaborate with one another. In the case study, the professionals were motivated by their desire to successfully mainstream the student who was deaf or hard of hearing (Lindeman & Magiera, 2014). Thus, it could be beneficial for the involved professionals to recognize the reason why they are collaborating. Next, professionals need to agree upon a shared definition of co-teaching and what it means for the team (Lindeman & Magiera, 2014). While deaf educators are more likely to have experience co-teaching, general educators may not possess as much experience and disagreements may arise as a result. By establishing a shared definition of co-teaching, potential incompatibilities that disrupt effective collaboration may be avoided. Lindeman and Magiera (2014) also stressed the importance of weekly team meetings that allowed the team to reflect, plan, discuss progress, and brainstorm ideas for supporting the student. If the deaf educator holds an itinerant position, it

A study on the use of technology related accessories in the classroom that are geared towards hearing and speech impaired students may bring thought provoking scenarios about the struggles these students face. For many, the personal agony can only be imagined, but one will never really understand what goes through the minds of children who are unable to hear or speak. Nevertheless, I will explore how educational accessories such as audio and video related tools have shaped the way forward for a number of children with hearing and speech disabilities. In the realistic setting proposed, I will balance my study by highlighting the personal struggles faced by students with these disabilities, gauge the outlook for student-teacher interaction using the mediums mentioned, i.e. audio-visual educational tools, and provide an explanation on why education should shape the way for a more inclusive approach in the classroom for students who cannot hear nor speak.