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LING 228 > Test #4 - Culture > Flashcards

Test #4 - Culture Flashcards

1
Q

Role of deaf people and culture in Deaf education policy and practice

A

Involved with Deaf education policy and practice within early intervention programs as mentors + sign language teachers + teachers + administrators + aides + professors + writers + researchers (involoved Preschool - high education)

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2
Q

Why involve deaf adults in education of young deaf children?

A

Since milan confernace (banning ASL) it has been hard for deaf people to contribute to deaf education because deaf people were not hired in K-12/college programs

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3
Q

Why were deaf adults not hired in schools/colleges?

A

Because of poor academic preparation + state competency exams + other discriminatory practices

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4
Q

Nadelle Grantham

A

Deaf women expelled from southeastern Louisiana university because she was deaf –> won in trial under ADA act

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5
Q

Early identification of deaf

A

Babies are screened for hearing loss a few hours after birth –> referals are made to audiologists if child does not pass screening

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6
Q

Audiologists telling parents about hearing loss

A

Audiologist have responsibility to tell parents about child’s hearing loss –> can evoke string emotions of helplesness in parents –> BUT today more audiologists have counseling training and can give parents info about language learning (includes learning about ASL and deaf culture)

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7
Q

New training for audiologists

A

Innovative doctoral programs in Audiology (Aud Programs) with multicultural orientations –> allows audiologists in training to take courses in Deaf studies + ASL + language development

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8
Q

Effect of providing parents with language options

A

Provding parents with language options that include ASL and deaf culture open the deaf child’s work into realizing their language learning potential early

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9
Q

Parents role in deaf eduction

A

Parents have played a pivitol part in deaf education since its founding

Ex. Mason Cogswell –> advocated for Alice –> eventually led to the establishment of American School for the Deaf

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10
Q

Support for hearing parents

A
  1. Support organizations (families can meet deaf role models and mentors + receuve ASL intruction_
  2. Get advice on rasing deaf child (through networking with families)

***Meeting deaf adults is important so parents can learn how ASL and deaf culture can support child’s early language development and self identity

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11
Q

Parents + Legislation

A

Parents have also been advocates for their children on legislative front

Example - 1975 –> parents of children with cognitive disabilities were catalysts for Education of Handicapped Children Act –> Evolved into Individuals with Disabilities act and No child Left behind Act

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12
Q

Individuals with Disabilities act and No child Left behind Act

A

Set the standard that all disabled children should be expected to perform as non-disabled children do

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13
Q

Every Student Suceeds Act

A

New law replaces No child left behind act

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14
Q

Part A of Points in Individuals with Disbailities Act (IDEA)

A
  1. Free and appropriate public education
  2. Placement in the least restrictive environment
  3. Protecting the roghts of children with disabilities and their parents
  4. Ensuring children get education

***ALSO Children are able ti have appropriate evaluation + parent teacher participation + Proceduaral Safeguards

Childs plan = Indiviual Education Plan (IEP) –> must be developed each year with tecaher + parent + professionals

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15
Q

Part B of Points in Individuals with Disbailities Act (IDEA)

A

Covers assistance for education of all children with disabilities (3021 YO)

***Must be developed each year

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16
Q

Part C Points in Individuals with Disbailities Act (IDEA)

A

Protects infants and toddlers with disbailities from birth to 3 YO

***Make a Indiviaul Family service Plan based on strengths and needs

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17
Q

Individual Family Service PLan

A

Made for each family based on strengths and needs

ISFP team - two early education interventionists+ family

Team uses the informationo the family provides + results of evalutions

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18
Q

Deaf mentors in IFSP

A

Deaf mentors play a role in IFSP because provide oaents with information about ASL and deaf culture

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19
Q

Part D Points in Individuals with Disbailities Act (IDEA)

A

Covers national support programs (federal level) + cover confidentuiality of information + transition of services and disiplining students + support of technology

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20
Q

Recent Trend in IEP

A

Recent trend = to include ASL specialist on IEP team –> ensure that ASL is being evaluated and goals are established in IEP
- Deaf parents often ask for ASL evaluation BUT many hearing parents may not be aware that an ASL evaluation would be usful

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21
Q

ASL asseemnt

A

Crital peice in IEP - impritant for development of ASL and english

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22
Q

ASL Assesments in ISP + IEPs

A

ASL assemsnents are often omitted from many deaf children’s IFSP + IEPs bvecayse of lack of awareness of ASL early language measurment tools

NOW - there are tests that measure the receptive skills of deaf child’s ASL skills

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23
Q

Why did Every child Suceeds come into Law

A

Because NCLB failed and had harsh penalties on schools that did not acheive goals

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24
Q

ESSA vs. NCLB

A

ESSA still have standradized testing like NCLB BUT it shifts accountability from teh federal givernmnet to states = allows states to develope their own testing

ESSA also reduces the number of tests given each year

ESSA also moves away from only using standradized testing - allows states to use multiple measures of student learning + other indicators

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25
Q

Effects of new ESSA law

A

ESSA may alleviate some concerns of special ed leaders (including leaders in deaf education) BUT it will depend on mandates of the states

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26
Q

Past concern of NCLB

A
  1. In the past - NCLB have raised concern in deaf community because it does not take into account dead children’s language deprivation + other background factors
  2. ASLO many interpreted NCLB to mean that all deaf children should be educated with nondeaf peers
  3. Deaf community thinks that NCLB has moved away from providing individualzed instruction to deaf children tp model of putting deaf children into public school
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27
Q

Child First campeign

A

Movement that challenges schools interpretation of IEP and LRE + developed new legislation instiatives (Example - Alice Cogsween and Anne Sullivan Macy Act –> specifies unique needs of dead/HOH/blibe/Deafvlind chidlren will be better adressed with teh IDEA

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28
Q

Interpretation of IEP and LRE

A

IEP and LRE are interpreted as placing deaf children in schools with hearing peers rather than deaf peers

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29
Q

James Tucker

A

Superintendent at maryland school for the deaf + leader in Child first campeign –> proposes that deaf children benefit from learning from deaf peers through shared lanaguges and culture AND that the individual needs of deaf children should be considered first

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30
Q

Deaf education - History

A

Past - All deaf children were educated in seperate schools + used manual communication + learned english through reading and writing
- Teaching of speech was also provided + chidlren had hearing aids

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31
Q

Manual Vs. Oral use in schools

A

1817 (begining of deaf education in US) - ASL weas used in first schools for the deaf –> ASL and english were both used + many deaf teachers worked in the schools

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32
Q

Laurent Clerc

A

Deaf - helped establish more than 30 school for deaf in US after 1817

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33
Q

Deaf teachers in 1817

A

Deaf teachers knew how to use ASL to bridge to english –> efforts are precursors to ASL/english bilingualism
- Nover found ASL/engkish billigual stradegies for reading and language stradegies - teachers used sign + Fingerspelling + soeech + reaidng + Writting

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34
Q

Oral Schools

A

Use only spoken methodologies

Estblished by William Bolling and Braidwoon

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35
Q

Closing of oral schools

A

Oral schools closed in early 1800s due to mismanagments BUT other eroal schools have lasted to this day but some now incorporate ASL and spoken english for teaching

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36
Q

Main method in 1800s

A

1800s - schools that used ASL dominated in deaf education

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37
Q

Education after intertional congress in MIlan

A

Milan - hearing dominated council voted top ban use of ASL –> THEN oral education cam back to schools - was adopted in schools for deaf (Especially in the lower grades while sign was only used in upper grades)

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38
Q

When did Oral method stop dominating

A

ASL was not used much asfter milan UNTIL 1960s - Stokoe’s work recognizing ASL as a language appeared + with WW2 and imporvment in hearing aids

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39
Q

Debate in 1800s

A

Have oral vs ASL debate between Gallaudet and AGB

AGB = supported spoekn language
Gaullagete grandson = support ASL

Result - As a compromise Gaullaudete developed “combine approach” that used spoken language and ASL

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40
Q

Combined Approach

A

Used spoken language and ASL - Made by Gauladette grandson

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41
Q

Oral method in 1950s/60s

A

Oral Methods were noy succeeding as expected –> SO signing was reintroduced into deaf education classroom

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42
Q

Rubella effect on Deafness

A

Rubella epidemic –> resulted in thousands of deaf children –> Made a dire need for more preschools for deaf children –> ASL was included in Total communication programs BUT the emphisis was on spoken and written english (ASL was called on when child needed more language support)

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43
Q

ASL as children grow older

A

As children grow older –> they were permitted to use more ASL in class

***Deaf teachers were usually excluded from preschool and elementry school but they were allowed to teach older deaf students because they could communicate better and manage their behavior

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44
Q

What influence deaf education

A

Early reports that advocated for a return to bilingual education began to infleunce deaf education

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45
Q

Judith Williams

A

Deaf mom of deaf son –> published a study relating the sons language aquisition with the use of signs + fingerspelling + speechreadiing + auditory training
- Reported that there was a distict advantahe for billugiual aquisition

STUDY WAS AN EYE OPENNER IN THE FEILD

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46
Q

Stockeo recomendation

A

Followed up Judith’s study by writting a proporsal to president of Gallaudet recobending billigual eductaion –> BUT his proposal on inclduing deaf culture and ASL was ignored

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47
Q

Manual Oral controversy today

A

NOW - manual/oral controversey continued

Deaf community perspective- there is a war against sign laguange spearheaded by AGB association –> war has been detrimenal to development of deaf chuildren who were not able to succeed with spoken language

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48
Q

Result of war on ASL

A

Deaf children did not receive early exposure to ASL –> results in cognitive and language deprivation that hampered language developmnet

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49
Q

AGB foundation

A

Has a history of an uneasy coexistnce with ASL - professional memebers advocate against the use of ASL + implement oral metyhods BUT they issued a statment in support of ASL in 2008 when deaf adults clamored the organization

NOW - foundation continues to collaborate with organizations that support ASL

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50
Q

View in book

A

Recommend that ASL and deaf culture can provide a supportive framework in education of deaf children

Suggest rasing kid as a ASL english billiguist - ensure sucess for all deaf children because it minimizes risjs and maximizes language learning potential

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51
Q

Basic programs parents can explore

A
  1. ASL/English billigual apprach - includes bimodal billugual approaches and monoligual appracges
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52
Q

Billugual approach

A

Includes ASL/English billuigual program –> Uses ASL as the language of instruction and teaches english as a second language
- English can be taught with print or with spoken lanaguge (spoken language is biomodal approach)

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53
Q

Bimodal Billigual approach

A

Spoken language + ASL –> focuses on the acquisition and use of visual language and a spken language (in order to support child’s aquisition through vision and stumulates the childs audition through cochlear implants or hearing aids)
- Provides child with models for two languages (ASL and englsih)

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54
Q

Approaches that mix sturctures of ASL and english

A

Contact signing + manual codes of English + Total communication + Simultenous communication

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55
Q

English sign bimodalism

A

Catagory of bimodalism expressed in sign supported by speech

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56
Q

Sign Codes of English

A

Use ASL at word/Lexical level –> means these systems are a part of ASL. even if they do not follow ASL grammar

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57
Q

Monoligial appraches

A

Include spoken language only

There is overlap between programs – Speech is taught in billigual apprach using spoken lanaguge or taught using sign siupported speech

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58
Q

Methods good for kids with residual hearing

A

Communication methods that include spoken language are seen as appropriate for kids with residual hearing – recomended that children with cochlear implabts and hearing aids learn ASL because they do not always work in every situation

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59
Q

Method for kids without access to sound

A

For children who do not have access to sound - the visual language is more beneficial

NOTE - kids who have implants or hearing aids may not fully hear language but may use devices to supoort speech development

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60
Q

Affect of Language Deprivation

A

Language Deprivation causes delays in learning academic content BUT also having week lanaguge skills can affect thinking, social, and reading skills

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61
Q

What do most deaf adults use

A

Most Deaf adults in US use 2+ languages (ASL and english) –> because of this many in deaf community support the ASL/english bilingual approach

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62
Q

ASL/english program

A

ASL and english are the goal – approach consists of teaching english as a second language (reading + writting + spoken language are taught)

ASL/eglish bilingual programming is ised in state schools for deaf + mainstream programs

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63
Q

Fear of ASL/English approach

A

Parents and professionals may fear approach because they may think that ASL causes spoken language delays BUT there is no reserach that shows that sign hinders speech development + there is no reseracy that shows that ASL/ENglish or total communication programs negelect the teaching of speech and listening skills

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64
Q

Speech in schools for deaf

A

Speech is part if curriculum in all programs for deaf students

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65
Q

ASL vs. english aquisition

A

Deaf children often pick up social ASL fast but it may take longer to learn academic ASL
- To learn Academic ASL - they need to be in envirnments with signing deaf adults or older peers

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66
Q

Role of deaf teachers in bilingual programs

A

Deaf teachers play important role in bilingual programs because they are native signers + are culturale and language models + know how to integrate visual language learning stradegies in classroom

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67
Q

Deaf children of deaf parents vs. hearing parents

A

Studies show that deaf children of deaf parents had high scores on measures of lanaguge and academics compared to children of hearing parents

***Some schools started to copy the langauage learning situation that deaf parents provide by setting up billigual programs in schools

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68
Q

Bilingual approach in 1990s

A

1990s- bilingual appraoch was imporved by resercahers who aligned teaching theories and practices with defa children to practices in bilingual literature

IN new approach - the teacher uses ASL as language of intruction and teaches english as a second language

***Bilingualism cannot be set up without careful planning

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69
Q

Language abilities in billigual signs

A

Signing + attending to signs + reading + wrotting + speacking + listeninf + speechreading + fingerspelling

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70
Q

Resreach on billigual approach

A

Reserach on bilingual approach is inreasing - studies show the positive cognitive and literacy benefits of early ASL signing with deaf children

STILL NEED STUDIES that measure lenguage acheivment outciomes –> expect to have more stuides shwoing effectivness of billingual approaches as more countries recognize the itiloity of sign languages

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71
Q

Bimodal/Bilingual Apprach

A

Provides access to spoken english through hearing aids or cochlear implants with the use of ASL - uses Auditory + Visual

Goal - help the child develop visual language + develop spoken language to their capacity

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72
Q

What is used in BB approach

A

Teacherts can use language immersion where ASL or english is used for extended periods of time OR can use classroom integration where ASL and english can be integrated into one lesson

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73
Q

Deaf people opinion on learning ASL and english

A

Most families are positive about their deaf children learning both languages

English = survival language – needed for survival and sucess
ASL = cultural langhuage - for comunity and cultural identity

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74
Q

National American Sigl and english billigual consortium for early educatino

A

Group of deaf and hearing professionals whose mission is to promose the devlopment _ managment + coordination of ASL/english billigua childhood education

75
Q

Fingerspelling in ASL

A

Fingerspelling is part of ASL + plays role in assisting deaf child into becoming biluingual in ASL and english

BOTH bilugual and BB aproaches include FS + loan signs

Similarities in handshapes to english letters (Ex. B and S) - help deaf children link their ASL with their english

76
Q

ASL + english interaction

A

ASL has borrowed words from english - through process called loan/lexicsalized fingerspelling

  • indictaes lexicalization of FS
77
Q

Deaf children learning FS

A

Deaf children learn FS as early as 3 –> can learn to expand english vocab using FS

78
Q

Total Communication Approach

A

TC includes ASL + may include manual codes of anglush + FS + reaidng + wrotting + gestures _ speech - which modailoities are inlduded depends on the goals of the school

Considered bilingual apprach becvause includes ASL

Started by Ray Holcomb

79
Q

Spread of TC

A

TC spread throughout schools and programs in 1970s

Studies done in 70s/90s - showed that TC children outpreformed children using oral only approach BUT TC was critizied in the 80s/90s because TC kids had low reading scores

80
Q

Contact signing

A

Natural way of signing that comes about when deaf communities who use sign meet hearing communities who use english –> results in mixture of two languages
- Can be more like ASL or can be more like english
- Uses english word order + FS englsih words.+ includes articles and grammar forms using FS + body language + faceial expressions

***Contact sign does NOT include manual codes of english

81
Q

Why did they invent contact signing + manual codes of english

A

Teachers began using contact signing and MCE so children could see enhlish visually through sign

82
Q

Manual codes of English

A

NOT lanaguges RATHER codes to teach english

Combine ASL and english signs in english word order

83
Q

Invented signs in MCE

A

Invented signs show word parts (morphemes) to designate tense + artciles + other grammar forms

***Manual codes originated from ASL - 75% of vocan used in MCE coms from ASL signs

84
Q

MCE vs. ASL

A

MCE differ from ASL in that MCE follow sentance rules of english + use english invented signs _ vary in NMC

85
Q

Exaple invented code of english

A
  1. Signed english
  2. Seeing Essential English
  3. Signing exact english (SEE2) - most used in schools
  4. Linguistics of visual english
  5. Concetaully accurate signed english

***SEE1 and SEE2 = made by deaf poeople who felt they neded to improve the teaching of english

86
Q

SEE2

A

Changes the structure of ASL signs by ising the handshape of the first english letter of the word

87
Q

Challenges to using MCE

A
  1. When teachers and parents use MCE - they often drop the er or ed from sentances because the endings are akward to use = results in incomplete and inaccurate messages
  2. While children may get models of MCE at schools the parents ,ay not use it at home
  3. MCE may be hard for deaf chidlren to learn espcially those who have not learened enoiugh english to produce these signs
  4. Reserach has shown that the english reading and writting skills do not always evolove if the child is exposed to MCE
  5. Many MCE signs and senstances for english overload children’s cognitive and perceptual processes –> so they have a hard time seeing the form of teh sign and processing its grammatical meaning

***BUT studies show that SEE2 has uts benefits - makes englsih word parts more visible to the deaf reader

88
Q

Easiest modes for hearing people

A

Total Communication + Simulatenous Communication + MCE = easiest commucniation modes for hearing people who are not fluent in ASL because they can depend on their english spoken or writting skills to compensate for the developing ASL skills
- Fall back on first language to supprot their learning of second lanaguge

89
Q

Simulatenous communition + deaf people

A

Simcom = harder for deaf people to understand because people who use Simcom often resort to speaking in english and drop ASL signs and grammar while trying to speak and sign two lanaguges

90
Q

Deaf children + ASL/English

A

Deaf children oeftn use both ASL and english on a spectrum from ASL to english OR use MCE

Use MCE when communicating with people not as familiar with ASL

91
Q

Cued Speech

A

Visual communication apparch – uses eight handshapes (cues_ to designate consonants of english + 4 hand positions around the mouth to show vowels

NOT ASL or MCE

Developed by Orin Cornett

Used with speech reading and residual hearing to make english visual

92
Q

Illanois School for Deaf

A

Incorporated Cued speech into ASL/english bilingial instruction - CS is used in classes as part of english component

93
Q

Support for CS

A

Not everyone in deaf community supprots CS as they beleive it detracts from bilingual focus in class
- Opponents have accused administration of audism

94
Q

Monolingual/Oral appraches

A

Monolingual appraoch - focuses on spoekn english + reading + writting

Goal of LSL (listening and spoken language) - give the child p[[ertunities to learn how to talk and ne integrated into public school with hearing kids

Deaf children are taught by a trained auditory oral thearpist or auditoray vernal thearpist whi have certification

95
Q

Requirments in Oral appraches

A

Approaches require strong parents participiation and teachers who are trained in these methods + child is fitted with amplification early in life

96
Q

Heather Whitestone

A

Miss america 1995 - lost hearing as toddler - focused on developing spoken langauge + attended oral school +

97
Q

What is considered in deaf education classroom

A

Background characteristics + language + communication

98
Q

Who was taught in seprate schools for the deaf

A

In the past children with profound and severe hearing levels were taught in sperate schools

Kids with moderate and mild hearing loss were taught in public schools

NOW - 85% of all these students are bieng educated in public schools

99
Q

Children with mild hearing loss

A

Children with mild hearing loss often have language deprivation - some fail in public school and join school for the deaf in high schools where they learn ASL

100
Q

Frustrating thing in deaf community

A

ASL/english education and deaf schools are often considered the last resort –> deaf schools are “dumping grounds” for deaf students who fail to become hearing

100
Q

Example #2 of bachground to consider

A

Etiology/cause of deafness –> can result in different learning challenges

40% of deaf or HOH students have additional disabilities that impact learning

Ex. Premature birth may affect educational acheivment of dead child

100
Q

Diversity in deaf schools

A

Deaf schools are now serving more deaf schildren of diverse backgrounds
- Can come from latin american , SE asia, Africa, Europe –> bring spoken and signed languages –> when arrive they learn ASL and english

100
Q

Example Background characteristic that affects learning

A

Age of onset/when the hearing loss occured

IF at birth or befire 2 –> deaf child needs to have acess to ASL in order to build a language foundation WHILE having acess to auditory amplification and spoken langauge if want it

IF lose at 5/6 –> may need speech reaidng instruction and auditory trainimg to retain what language they have AND need ASL

100
Q

Meningitus

A

Common cirus that is the leading cause of hearing loss in infants
- Children may have cognitive and physical disabilities
- Most with menegitus are prelingualiy deaf + have diffucltu in school learning

101
Q

Schools for the deaf + stduents with disabilities

A

Some schools for the deaf have increased enrollment of deaf children with special needs
- Deaf students who have special needs who attened schools for the deaf have advantage of having signing community + deaf culture + resources taht combine special ed and deaf education + after school acticties + currculum that focuses on life application

More deaf students with special needs attend public schools

102
Q

Children from minorities

A

Children from racial + ethnic + language minority homes = less likley to receive special education services compared to white children
- Teachers need to have muticultural competncies to work with them

103
Q

School placement oppertunities

A
  1. Special schools/center schools
  2. Regular education in public schools (include day schools + self-contained classrooms + resource rooms + coenrollment programs + full or partial inclusion in regular class)

ALSO have private school + charter school + home schools + juvenile correction programs

103
Q

Deaf children with deaf parents

A

4% of deaf children have deaf parents - influences the language used in the home + affects views on accepting deaf child
- Deaf children with deaf parents have full and eraly acess to ASL - tend to do better academically than children with hearing parents

103
Q

Things that affects where parents send child to school

A

Where parents place deaf child may be affected by choice for communication and language

104
Q

Pro 1 or State schools

A

State residential schools prvide students with the best accessto deaf culture because of the large number of students and adult role models - very important features for deaf children’s learning of all ages
- Deaf adults can teach young children how to navigate the deaf and hearing worlds as bicultural individuals + having deaf adults broadens child’s communication networks and sphere’s of experince

105
Q

Pro 2 for state schools

A

State schools provide comprehensive progaming - have academic + vocational + sports + after school activities
- Might have post-high school independet living programs

106
Q

Acess to state schools

A

MOst states have free state school for deaf
- Each state school has a complex of buildings
- Shcool is designed to teach 3 - 22 YO
- Some schools have parent infant programs

Ex. NY - has one state school for deaf + one public day school + 6 provate schools that are free

107
Q

How are children grouped in state schools

A

Children are grouped by age and ability level

108
Q

Classes in state school

A

Classes consist of deaf + HOH kids

109
Q

How many deaf/HOH kids attend state schools

A

29.6% of deaf or HOH kids attened state schools

110
Q

Support services at state schools

A

Support services for speech + auditory training + physical thearpy + counsing are provided

ALSO have extraculrriculars (sprots + scoials club + drama club + government + national addocation for deaf clubs)

111
Q

Day Schools

A

Schools with separate classrooms for deaf students

112
Q

Con to State schools

A

Because students do not live there there are fewer oppertunities to socialize with deaf peers

113
Q

Number of deaf children in day schools

A

Numbers of deaf children in day schools are declining - more deaf children are being educated in mainstreamed settings (because of how schools interpret the law difefrentley than how deaf people interpret them)

***Aslo has to do with funding - if kids go to day schools then schools get less funding (not about what is best for students)

114
Q

Self-contained classes

A

Self-contained classrooms at public schools provide dead kids with own space
- Staffed by teachers of deaf
- Provide individualzed instruction
- May have oppertunities to integrate with hearing students in recess, gym, lunch

115
Q

Inclusion, Mainstreaming, Itinerant and Coenrollment programs

A

Deaf children are placed in class with hearing peers
- Students have interpreters or itinerant teachers to support learning
- no Assurances these services will make curriculum accesible for students with language deprivation

116
Q

Mainstreaming

A

Deaf children are educated in public school for one or more classes

Can be total inculusion, self contained class, resoruce rooms, itinerant programs, or team teaching/coenrolment programs

117
Q

Example resource room

A

Deaf students may be in a resource room or a self-containec class may be mainsreamed for specific classes such as scinec or math
- Deaf kids may get serves with sepcialized teachers available in resource rooms

118
Q

What percent of deaf kids are in resource rooms

A

13.9% of deaf and HOH kids receive support in resource rooms

Kids spend most of day in regular class but have added support

119
Q

Itinerant teachers

A

Can provide services or consultations to schools

Teachers must be able to work with classroom teachers + administrators + speech thearpist + audiologist + parents

120
Q

Struggle of mainstreamed kids

A

Survey of kids who were only defa kids in school - have difficulty finding freinds/social access, struggle to establish identity, hard to find good interpreters, struggle with class placment

***Show that no deaf child should be educated alone

121
Q

What do Co-enrollment programs borrow from center schools

A
  1. Having a critical mass of deaf students in one class
  2. providing a teacher with deaf education certification
    • Co-enrollment students also have a tecaher who teaches hearing children - works with deaf educator to teach the same grade level
122
Q

Different in co-enrollment programs

A

Hearing students take ASL

Co-emnrollment differs from single deaf students or small groups of deaf students being enrolled in hearing schools AND differs from “reverse mainsteaming”

123
Q

Reverse mainstreaming

A

Groups of hearing children join deaf classroom

124
Q

Outcome of co-enrollment

A

Reserach shows that deaf children still lag behind hearing peers academically

BUT the model provides more oppertunities to socialize with deaf and hearing

125
Q

Charter schools

A

Operate under a charter contact between members of charter shool and local board of ed

Charter - might also acceot CODAS or SODAS

126
Q

Admission to charter school

A

Admissions criterion is based on child’s proficiency in ASL NOT hearing levels

127
Q

Private schoold

A

Might be a school that focuses on listening and speaking or a shool that has religous connection

Private schools = have their own funding + usually set up with goal of religous instruction or follow a communication method

128
Q

Increase in home schooling

A

Homeschooling increased - 3.7% of deaf children are educated at home

***Parents homeschool for many reasons ranging from not being happy with academics or lack of support to not provding religous instruction for deaf child

129
Q

Juvenile Corrections

A

Deaf kids may be placed in juvenile correction at state or local facility
- Deaf juvinile defenders require access through interpreters in class + for counsing + rehabilitative services

130
Q

Advantage for seperate school for deaf

A

Advantage to seperate school
1. full acess to ASL + deaf culture
- ASL = often a resource in public school programs
2. Seperate schools have a large numver of stduents who can be grouped accroding to age + ability level + langaueg level
3. Seperate schools have certified teachers who can sign + instruction is from the teacher to students not through interpreters
4. Have resources (books, webistes translated into ASL , workshops for parenrs, teachers, interpretrs)

***Schools hire many deaf teachers + deaf administrators - deaf students have langauge and cultural role models (teach them how to cope in hearing world by modeling and instruction)

131
Q

Disadvantage for public schools for deaf students

A
  1. Deaf students may be isolated in small programs without group of language peers
  2. School may lack resourves and other support services
132
Q

Advantage of general education clssroom (deaf student in public school?)

A
  1. Conetnt may be appropriately challenging IF it is accesible to the child and the child is functioning on grade level
133
Q

Disadvantage of general education clssroom (deaf student in public school?)

A
  1. Instruction is not dirctley from the teacher BUT often through and educational interpreter
    • Interpreter may lack cerficiation and may be the child’s only sign model
134
Q

Disadvatage of mainstreaming (public schooling)

A

Many deaf children suffer siolation and social rejection in mainstream and public schools

BUT the academic content may be appropriately chellenging

135
Q

Standradize tesing of deaf chidlren

A

Deaf children score lower on standradized testing compared to hearing monolingual children
- As they move through the grades this acheivment gap widens
- When deaf stuents reach upper grades - there is a leveling off to 4th grade achievment level in reading and langaige and 7th grade level in math
- Gap continiues in high school

136
Q

Reason for the gap between deaf and hearing children

A
  1. takes longer for deaf children to learn school content due to lack of early lanagueg acess
  2. Deaf students have diffculty testing and may need accomnodations that are not always given to them
  3. Many tecahers are not proficeint in ASL and english + many teachers are not skilled in visual based teaching streadegies
137
Q

Ways to prepare teachers for classroom

A

New ESSA law - there are now new ways for states to prepare teachers for classroom that bypasses university programs –> allow states to set upo degree granting academies for teachers outside of higher education systems
- Alterantive teacher prepr programs has students in training do a 1 year redidency i n a school with a verteran teacher
- ALSO authories in teacher prep academies can issue degrees or certificates only after the student tecaher can show evidence of student acheivment

138
Q

Crtisism of new teacher prep programs

A
  1. May remove accountabiloity that state certfied programs within unveristies have in place
  2. Challenges may lower standrds for teacher education programs
  3. Those training the new tecahers will not have advanced degrees
139
Q

How will new ESSA law impact training of teachers of deaf children

A

Don’t know - espcially don;t know how it affects teachers in training who are deaf

140
Q

Tests for teachers

A

teachers in training now must take cerfification exams - pose a challenge for deaf people because english is often second language
- State testing does not include a test in ASL for those who want to teach deaf children

141
Q

What is most important in ensuring deaf child is learning

A

Whether a teacher is certfied or passes state teacher’s exam does not ensure deaf child is learning –> quality of communcation and interaction between student and teacher that is most important

142
Q

Deaf students in public schools

A

Deaf studnets who attened public schools - oeftn need education interpreters so they can particpate in regular edication programs

143
Q

Educational interpreters

A

Must be qualified with sepcialized training for role as bridge between hearing school and deaf students
- Not only translated english in ASL but also make sure that the stduent is enagaged in lesson
- May also have to inform teacher about deaf culture

144
Q

What is recommended for deaf and hearing students

A

Standards such as Common core (set of academic standrads in math and english) that outline learning goals are recomended for hearing and deaf students

145
Q

Deaf culture + ASL in curriculum

A

ASL and deaf culture can be integrated into curriculum at all lavels (parent-infant - post secondary)
- Seperate coursework in deaf studies + deaf culture + ASL can be offered to deaf children and youth in all grade levels

146
Q

Effective cirriuclum design

A

For deaf students in regular classroom - effective curriculum design means that teachers need to be aware of deaf student’s challenges with reading and writting + teachers need to understand that deaf learners who rely on visual information are more sensative to motion in envirnment and may be sistrcted more easily

ALSO deaf learners experince challenges in dviding their attenstion to the intepreter while also looking at screen

147
Q

Deaf childhood + effective curriculum

A

Deaf learners may also have different childhood and language experinces and different levels of world knowledge due to being deprived of language at home or school –> may impact learning

As a reuslt teachers may have to spend more time building bakcground

148
Q

What has been used in deaf classroom

A

In deaf education classroom - smartboards have been useful for digital presentations –> NOW teachers can present information in two langauges to students

149
Q

Way to integrate deaf culture into curriculum

A

Another way to integrate deaf culture into curriculum is through teaching deaf studies
- There are many materials availible through Gallaudet + DawnsignPress + Instuture for Disabioities + reasrecaher and training that provode histories and biographies of famous deaf people –> helps deaf students gain pride in deaf culture

150
Q

What do many state schools have

A

Most state schools have museums where they collected artifcats + memorbilia + books + uniforms + pictures of students and teachers
- Have rich depositproes for teachers teaching deaf stduies or deaf history
- Most schools for the deaf have published a history of their school

151
Q

Development of teaching stradeies for deaf children

A

Deaf teachers and deaf culture have played a major role in developing teaching stradgies for deaf children since the beginings of deaf education
- Many visual strategies deaf adults have developed that are used to communicate can be easily transfered into school seeting with guidence of deaf teacher

TODAY - scholars are documenting these stradegies for hearing teachers to use in class

152
Q

Parents and teachers using visuak stradegies

A

Because many deaf children tend to use eyes as avenue for learning - parents and teachers need to use visual stedegies to engage children by getting attending and dorcting attenstion to object or concept

153
Q

KIds with hearing aid or CI

A

Even children with hearing aids or cochlear may use vision as a major or secondary avenue to support auditory learning

154
Q

Deaf children + Visual cues

A

Deaf children need visual cutes to visually look at teachers and opeers

Cues = handwaves or shoulder tap

***Teacher can also use ete gazes to get attention + control behavior of children

155
Q

Shape of deaf classrrom

A

Having a small class size + having children sit in semi-circle is important in deaf classroom
- Sit in semiscircle so they can see each other’s communcation

156
Q

Teachers + Deaf culture/Deaf community

A

Teachers in mainsteram settings can also benefit from workshops about deaf culture + deaf learner

Teachers may also need help from deaf community in learning how to set up their classroom

Example - may have to seat deaf children where. they can see facial expressions and speechread peers or teacher may ahve to repeat theior comments + teacher has to amke sure they are not talking too fast

157
Q

Intructional stradegies for teaching deaf children (in mainstream)

A

Preteaching vocab + providing summaries to build background knowdlege + langauge experunce stories + reqriting or simplifying materials

158
Q

Deaf children + incidental learning

A

Deaf children are deprived of oppertunities for incidental learning that surrounds hearing children –> a teacher who is aware of this can devlop lessons to supplement teh information in class

159
Q

What do deaf peers and adults provide

A

Deaf peers + adults provdide modeling –> deaf children need modeling to see how to answer questions + express theor feelings + resolve conlficts + navigate the hearing world

160
Q

Role of Deaf teachers

A

Deaf teachers model for deaf studnets how to make connections between ASL and print through sign and FS
- Deaf teachers can tranlsate gestures of young child to english
- Deaf teachers can tranlsate english text into ASL

161
Q

How are deaf teachers ‘scored’

A

Deaf teacher’s certifcation in deaf education is often determined by how the teacher’s english is based on state testing

ISSUE - for deaf children - the most critical teaching factor is how well the teacher can understand the communcation of deaf students
- Deaf teachers are often more skilled than hearing teachers in bieng able to tranlsate the gestures and signs of deaf student BUT this is often not taken into consideration by staye testing –> means that many deaf teachers are excluded from jobs because they can’t pass state exam

162
Q

Need to deaf peole with PhD

A

As more 2 year community college + 4 year colleges + gradaute schools estblish programs in deaf eduction, ASL interpreting, and ASL –> there has been increased need to hire deaf people with PhD
- Hearing universities need guidence in setting up effective accomidations for deaf professors

163
Q

Bringing in deaf culture

A

Deaf culture can be borught into all types of schools
- Deaf adults can guest lecture on deaf history and heritage + can be part of faculty working with deaf and hearing stduents
- Deaf professionals can help deaf stduents learn to cope in hearing world + seek deaf culture

164
Q

What happens after deaf students graduate high school?

A
  1. Some go to state school for deaf from 18-22 to learn independent living skills
  2. SOme go to post secondary school
  3. Some go to college
  4. Some get training
  5. Some get jobs
165
Q

How many deaf students attend college

A

30,000 deaf students attend colleges in US BUT only 25% graduate

166
Q

Three largest post secondary programs for deaf

A
  1. Gaullaete
  2. National Techical instoitue of teh deaf at RIT
  3. Southwaest colliate institute for the deaf

***All have multiple support services in place (have oral and ASL interpetatioon + Computer assisted real time captioning + note taking)

167
Q

What do deaf students in college prefer

A

In general deaf stduents prefer to have a signing instructor who is knowledgable about visual ways of teaching and are aware of deaf culture

168
Q

Technology in the classroom

A

Deaf students now have face-face instruction and online classes

In class can use electronic and digital devices - ASL/English ebooks + wearble devices such as google glasses + apple watch + ipad + Closed captioning + videophones + LCD projectors + visual paging systems + text intercom sysetms + interactive white boards

169
Q

Instructional materails

A

ASL dictionaries + ASL games + ASL educational material and quizzes

Example - quizes that support english text with sign and grapgics and video

170
Q

Becky Parton

A

Developing lessons for deaf students whose priamry language in ASL through Mobile augmented reality and Auras

MAR - uses phones with computer tablets –> child can use phone and scane a QR code which calls up a video on phone to describe or sign object

171
Q

Auras

A

When a cell phone camera can scan and object –> triggers it to go on a server and pill a video that provides more information

172
Q

Use of QRs and Auras

A

QR and Auras are used to provide equal access for deaf children’s experinces at museums + feild trips

173
Q

How does deaf culture affect how deaf classrooms are deisgned

A

Deaf culture impacts how classrooms and schools are designed because classrooms and schools present barriers for deaf learners - it is important to set them up to account for deaf student’s sensory strengths

Best seating arrangment = semi circle where the teacher and students have open visual access tp each other’s signing

174
Q

Light in deaf school

A

Lighting is important + it is important to reduce glare and shadows

175
Q

Architect at Gaullete

A

Working on DeafSpace projects that will increase our understanding of how to remove barriers in the physical envirnments - they set up guildines to imprive use of space in class + school + home + buissness

176
Q

What do deaf students in in school

A

Deaf students who benefit from auditory technology need acoustically trated clasrooms

Background noise and revertabration interfere with deaf stduents hearing aids and cochlear implants –> this noise can be eliminated in classroom

177
Q

Minimizing background noise and revertebration in classroom

A

Schools use special ceiling and wall tiles (called acoustic tiles) and rugs on the wall and floor to absorbe sounds

LING 228 (16 decks)

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