A Constant Struggle (Introduction)
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Guidelines for the Assessment of Deaf and Hard-Of-Hearing Children In
Guidelines for the Assessment and Educational Evaluation of Deaf and Hard-of-Hearing Children in Indiana Based on 511 IAC Article 7, 2008 Effective Date: August 13, 2008 Revised Date: August 31, 2010 Updated Date: November 15, 2013 [1] This document is dedicated to all deaf and hard-of- hearing children in Indiana and their families. Since 1843, deaf and hard-of-hearing children have been educated in this state and many leave our schools, go out into the world, and become productive citizens. Some children in the past have not been so fortunate and may not have left the educational system with the knowledge and tools to maximize their potential. This guide was developed to help educators use assessment information and evaluations to assist parents and the case conference committees in determining how a child can reach their full potential. Advances in technology, as well as greater knowledge of how the brain functions and how language is acquired, have helped the professionals who work with this population provide information that will lead to informed decision making. This guide was made possible by the teamwork and collaboration of audiologists, psychologists, speech pathologists, language specialists, social workers, and parents. Special gratitude is extended to Linda Charlebois and Terri Waddell-Motter who took the lead in assembling this information. We also thank additional contributors, including (and not limited to) Carolyn Pimentel, Lorinda Bartlett, Pam Burchett, Debra Liebrich, Louise Fitzpatrick, Sheryl Whiteman, Carol Wild, Shannon Stafford, Jackie Katter, Janet Fuller, and Joyce Conner. Guidelines for the Assessment and Educational Evaluation of Deaf and Hard-of-Hearing Children in Indiana, based on the Article 7 changes of 2008, was developed by Outreach Services for Deaf and Hard-of-Hearing Children. -
Deaf-History-Part-1
[from The HeART of Deaf Culture: Literary and Artistic Expressions of Deafhood by Karen Christie and Patti Durr, 2012] The Chain of Remembered Gratitude: The Heritage and History of the DEAF-WORLD in the United States PART ONE Note: The names of Deaf individuals appear in bold italics throughout this chapter. In addition, names of Deaf and Hearing historical figures appearing in blue are briefly described in "Who's Who" which can be accessed via the Overview Section of this Project (for English text) or the Timeline Section (for ASL). "The history of the Deaf is no longer only that of their education or of their hearing teachers. It is the history of Deaf people in its long march, with its hopes, its sufferings, its joys, its angers, its defeats and its victories." Bernard Truffaut (1993) Honor Thy Deaf History © Nancy Rourke 2011 Introduction The history of the DEAF-WORLD is one that has constantly had to counter the falsehood that has been attributed to Aristotle that "Those who are born deaf all become senseless and incapable of reason."1 Our long march to prove that being Deaf is all right and that natural signed languages are equal to spoken languages has been well documented in Deaf people's literary and artistic expressions. The 1999 World Federation of the Deaf Conference in Sydney, Australia, opened with the "Blue Ribbon Ceremony" in which various people from the global Deaf community stated, in part: "...We celebrate our proud history, our arts, and our cultures... we celebrate our survival...And today, let us remember that many of us and our ancestors have suffered at the hands of those who believe we should not be here. -
Read-My-Lips: a Multimedia Project for the Hearing
JOAQUIN VILA and KATHLEEN M. AHLERS READ-MY -LIPS: A MULTIMEDIA PROJECT FOR THE HEARING IMPAIRED Read-My-Lips is an interactive multimedia system designed to help instructors teach language and communication skills to the hearing-impaired. The system comprises three multimedia instructional modules. (1) Babel is an expert system that translates text to speech in any language that uses the Roman alphabet. This module depicts the process of speech by displaying a front view and a profIle cross view of a human face in synchronization with the output sounds of a speech synthesizer. (2) Read & See consists of a series of stories and games that are displayed with text and full video motion. Selected vocabulary within the story is signed and spoken using digitized video sequences. (3) Fingerspelling allows the student to request any word or number to be "fingerspelled." INTRODUCTION The computer has become a popular instructional tool available from the Alexander Graham Bell Association used in school programs for the hearing-impaired. l Many for the Deaf, use drill and practice methods for the computer programs are geared exclusively to the presen speech-reading of everyday utterances. tation and practice of academic content.2 Yet several As technology has improved, interactive video has software packages for the hearing-impaired focus on been used in designing speech-reading programs. A sys specific speech, speech-reading, and/or auditory skills. tem titled DAVID6 (dynamic audio video interactive de Hearing-impaired students have great difficulty master vice) was created in 1978. It requires students to view ing these skills because of their degree of hearing loss. -
Deaf American Historiography, Past, Present, and Future
CRITICAL DISABILITY DISCOURSES/ 109 DISCOURS CRITIQUES DANS LE CHAMP DU HANDICAP 7 The Story of Mr. And Mrs. Deaf: Deaf American Historiography, Past, Present, and Future Haley Gienow-McConnella aDepartment of History, York University [email protected] Abstract This paper offers a review of deaf American historiography, and proposes that future scholarship would benefit from a synthesis of historical biography and critical analysis. In recent deaf historical scholarship there exists a tendency to privilege the study of the Deaf community and deaf institutions as a whole over the study of the individuals who comprise the community and populate the institutions. This paper argues that the inclusion of diverse deaf figures is an essential component to the future of deaf history. However, historians should not lapse in to straight-forward biography in the vein of their eighteenth and nineteenth-century predecessors. They must use these stories purposefully to advance larger discussions about the history of the deaf and of the United States. The Deaf community has never been monolithic, and in order to fully realize ‘deaf’ as a useful category of historical analysis, the definition of which deaf stories are worth telling must broaden. Biography, when coupled with critical historical analysis, can enrich and diversify deaf American historiography. Key Words Deaf history; historiography; disability history; biography; American; identity. THE STORY OF MR. AND MRS. DEAF 110 L'histoire de «M et Mme Sourde »: l'historiographie des personnes Sourdes dans le passé, le présent et l'avenir Résumé Le présent article offre un résumé de l'historiographie de la surdité aux États-Unis, et propose que dans le futur, la recherche bénéficierait d'une synthèse de la biographie historique et d’une analyse critique. -
Total Communication Programs for Deaf Children. Schools Are
DOCUMENT RESUME, ED' 111 119 95 EC 073.374 AUTHOR Moores, Donald F.; And Others TITLE Evaluation of PIOgrams for Hearing Impaired Children: Report of 1973-74. Research Report No. 81. INSTITUTION Minnesota Univ., Minneapolis.'Research,Development, and Demonstration Center in Education ofHandicapped Children. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE) , Washington, D.C. BUREAU NO BR-332189 PUB DATE Dec 74 GRANT OEG-09-332189-4533(032) NOTE 234p.;*For related informationsee ED 071 239 and 089 525 EDRS PRICE MF-$0.76 HC-$12.05 Plus Postage DESCRIPTORS *Academic Achievement; Aurally Handicapped;*Deaf; Early Childhood Education; Exceptional Child Research; Expressive Language; *Longitudinal Studies; Oral Communication; *Preschool Education;*Program Effectiveness; Program Evaluation; Receptive Language;. Special Schools IDENTIFIERS- --Total Communication ABSTRACT Presented is the fourth year report ofa 4-year 'longitudinal study comparing effectiveness ofseven preschocl programs for deaf children. Schools are seen to emphasize etheran oral-aural, Rochester (Oral-aural plus fingerspelling), or total communication method of instruction. Included inthe report are a brief review of literature on educationalprograms for the deaf, summaries of earlier yearly reports, descriptionsof the programs and subjects studied, project findings, and appendixes(such as a classroom Observation schedule). Among findingsreported are: that Ss' scores on the Illinois Test of Psycho linguisticAbilities (ITPA, were alhost identical to the scores of normal hearing children;that Ss' scores on the Metropolitan AchievementTests Primer Battery were equal to those of hearing children in reading andwere lower in arithmetic; that scores on a Receptive Communicationscale showed sound alone,to be the least efficient communicationmode (44 percent) rising to 88 percent when speechreading, fingerspelling,aid signs were added; that improved scores on a test for understandingthe printed word (76 percent as compared to 56percent in 1973 and.38 percent in 1972) reflected increasing. -
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DOCUMENT RESUME ED 476 841 FL 027 697 AUTHOR Kontra, Miklos TITLE British Aid for Hungarian Deaf Education from a Linguistic Human Rights Point of View. PUB DATE 2001-00-00 NOTE 9p.; An earlier version of this paper was presented at the Biennial Conference of the Hungarian Society for the Study of English (4th, Budapest, Hungary, January 28-30, 1999). Some parts contain light or broken text. PUB TYPE Journal Articles (080) Reports Descriptive (141) JOURNAL CIT Hungarian Journal of Applied Linguistics; vl n2 p63-68 2001 EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Deafness; Educational Discrimination; Elementary Secondary Education; Foreign Countries; Higher Education; *Oral Communication Method; *Sign Language; Speech Communication; Teaching Methods IDENTIFIERS *Hungary; United Kingdom ABSTRACT This paper discusses the issue of oral versus sign language in educating people who are deaf, focusing on Hungary, which currently emphasizes oralism and discourages the use of Hungarian Sign Language. Teachers of people who are hearing impaired are trained to use the acoustic channel and view signing as an obstacle to the integration of deaf people into mainstream Hungarian society. A recent news report describes how the British. Council is giving children's books to a Hungarian college for teachers of handicapped students, because the college believes in encouraging hearing impaired students' speaking skills through picture books rather than allowing then to use sign language. One Hungarian researcher writes that the use of Hungarian Sign Language hinders the efficiency of teaching students who are hard of hearing, because they often prefer it to spoken Hungarian. This paper suggests that the research obscures the difference between medically deaf children, who will never learn to hear, and hearing impaired children, who may learn to hear and speak to some extent. -
Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum 4105-11 SU 4/1/05 3:50 PM Page 4
4105-11_SU 4/1/05 3:50 PM Page 3 Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum 4105-11_SU 4/1/05 3:50 PM Page 4 Copyright 2005© The Graduate School, Syracuse University. For more information about this publication, contact: The Graduate School Syracuse University 423 Bowne Hall Syracuse, New York 13244. 4105-11_SU 4/1/05 3:50 PM Page 5 v Contents Acknowledgements vii Chancellor’s Preface ix Editors’ Introduction xi I. Incorporating Disability in the Curriculum Mainstreaming Disability: A Case in Bioethics 3 Anita Ho Language Barriers and Barriers to Language: Disability 11 in the Foreign Language Classroom Elizabeth Hamilton and Tammy Berberi Including Women with Disabilities in Women and 21 Disability Studies Maria Barile Seeing Double 33 Ann Millett Cinematically Challenged: Using Film in Class 43 Mia Feldbaum and Zach Rossetti “Krazy Kripples”: Using South Park to Talk 67 about Disability Julia White Teaching for Social Change 77 Kathy Kniepmann II. Designing Instruction for Everyone Nothing Special: Becoming a Good Teacher for All 89 Zach Rossetti and Christy Ashby 4105-11_SU 4/1/05 3:50 PM Page 6 vi contents Tools for Universal Instruction 101 Thomas Argondizza “Lame Idea”: Disabling Language in the Classroom 107 Liat Ben-Moshe Learning from Each Other: Syracuse University 117 and the OnCampus Program Cheryl G. Najarian and Michele Paetow III. Students with Disabilities in the Classroom Being an Ally 131 Katrina Arndt and Pat English-Sand Adapting and “Passing”: My Experiences as a 139 Graduate Student with Multiple Invisible Disabilities Elizabeth Sierra-Zarella “We’re not Stupid”: My College Years 147 as a Mentally Challenged Student Anthony J. -
The Transition from Fingerspelling to English Print: Facilitating English Decoding
The Transition From Fingerspelling to English Print: Facilitating English Decoding Tamara S. Haptonstall-Nykaza Colorado School for the Deaf and the Blind Brenda Schick University of Colorado, Boulder Fingerspelling is an integral part of American Sign Lan- orthography available in most written systems. Re- guage (ASL) and it is also an important aspect of becoming search on hearing children’s development of reading bilingual in English and ASL. Even though fingerspelling is has found strong connections between children’s pho- based on English orthography, the development of finger- spelling does not parallel the development of reading in nological systems and awareness of phonological reg- hearing children. Research reveals that deaf children may ularities and their ability to read (see Snow, Burns, & initially treat fingerspelled words as lexical items rather than Griffin, 1998). Typically, reading is viewed, in large a series of letters that represent English orthography and part, as reflecting English skills, and deaf children’s only later begin to learn to link handshapes to English gra- longstanding difficulties with learning to read are con- phemes. The purpose of this study is to determine whether a training method that uses fingerspelling and phonological sidered to be a problem with English (King & Quigley, patterns that resemble those found in lexicalized finger- 1985; Paul, 1998). More recently, researchers have be- spelling to teach deaf students unknown English vocabulary gun to investigate how American Sign Language, or would increase their ability to learn the fingerspelled and ASL, can support and facilitate reading in English (see orthographic version of a word. There were 21 deaf students (aged 4–14 years) who participated. -
Early Intervention: Communication and Language Services for Families of Deaf and Hard-Of-Hearing Children
EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN Our child has a hearing loss. What happens next? What is early intervention? What can we do to help our child learn to communicate with us? We have so many questions! You have just learned that your child has a hearing loss. You have many questions and you are not alone. Other parents of children with hearing loss have the same types of questions. All your questions are important. For many parents, there are new things to learn, questions to ask, and feelings to understand. It can be very confusing and stressful for many families. Many services and programs will be available to you soon after your child’s hearing loss is found. When a child’s hearing loss is identified soon after birth, families and professionals can make sure the child gets intervention services at an early age. Here, the term intervention services include any program, service, help, or information given to families whose children have a hearing loss. Such intervention services will help children with hearing loss develop communication and language skills. There are many types of intervention services to consider. We will talk about early intervention and about communication and language. Some of the services provided to children with hearing loss and their families focus on these topics. This booklet can answer many of your questions about the early intervention services and choices in communication and languages available for you and your child. Understanding Hearing Loss Timing: The age when a hearing loss has occurred is known as “age of onset.” You also might come across the terms prelingual and postlingual. -
In This Issue: Speech Day 10
Soundwave 2016 The Mary Hare Magazine June 2016 maryhare.org.ukmaryhare.org.uk In this issue: Speech Day 10 HRH Princess Royal visits 17 Sports Day 28 Ski Trip 44 Hare & Tortoise Walk 51 Head Boy & Head Girl 18 Primary News 46 SLT & Audiology 53 1 Soundwave 2016 The Mary Hare Magazine June 2016 maryhare.org.uk Acknowledgements Contents Editors, Gemma Pryor and Sammie Wilkinson Looking back and looking forward The Mary Hare Year 4–20 by Peter Gale Getting Active 21–28 Cole’s Diner 29–30 Welcome to this wonderful edition of Soundwave – Mr Peter Gale a real showcase of the breadth and diversity of experiences Arts News 31–33 which young people at Mary Hare get to enjoy. I hope you Helping Others 34–35 will enjoy reading it. People News 35–39 This has been a great year but joined us for our whole school under strict control and while Our Principal one with a real sadness at its sponsored walk/run and a they are substantial, they only Alumni 40–41 heart – the death of a member recent visit from Chelsea allow us to keep going – to of staff. Lesley White made a Goalkeeper Asmir Begovic who pay the wages and heat the Getting Around 42–45 huge contribution to Mary Hare presented us with a cheque school and to try to keep on and there is a tribute to her on for £10,000 means that the top of the maintenance of two Mary Hare Primary School 46–48 page 39. swimming pool Sink or Swim complex campuses. -
Auditory-Verbal
*Communication Building Blocks A review of choices in communication A smile, a cry, a gesture, or a look – all can communicate thoughts or ideas. It can take many repetitions of a gesture, look, word, phrase, or sound before a child begins to “break the code” between communication attempts and real meaning. Communication surrounding the child in his or her natural environment is the basis for a child’s language development. Two-way communication, responding to your child and encouraging your child to respond to you, is the key to your child’s language development. When a child has a hearing loss, one avenue of communication input is impaired. With a mild hearing loss or hearing loss in just one ear, a child will not hear as well as normal when a person is speaking from another room or in a noisy car. Incidental conversations and snippets of language will not be overheard. The fullness of language and social skills may be affected even though the child appears to “hear”. Hearing aids can help, but not solve all of the child’s difficulties perceiving soft or distant speech. Children with greater degrees of hearing loss will have greater hearing limitations that require more intensive attention if they are to progress in learning language, either through visual or auditory means. No matter what the degree of a child’s hearing loss, parents need to decide how to adapt their normal communication style to meet the needs of their baby with hearing impairment. There are different ways to communicate and different philosophies about communication. -
Deaf Culture Connections Day!!!
Deaf Culture Connections Day!!! (TEST ROWS) PLEASE HAVE YOUR DESKS CLEARED OFF (EXCEPT YOUR COMPOSITION BOOK OR PAPER, PEN/PENCIL): ALL PHONES, MUSIC, AND OTHER MATERIALS PUT AWAY ---V O I C E D A Y --- POWERPOINT PRESENTATION - THIS MATERIAL WILL BE ON NEXT THURSDAY’S TEST, AND THE FINAL EXAM ASL in the USA: The 3rd/4th most used language in this country! Approx. 3 in 1000 have severe hearing loss Average deaf person 20-30+ millions of deaf graduates high school with a or hard of hearing 3-4th grade reading level people in this country While research shows English skills are best acquired through ASL, the 90% of deaf children majority of the medical are born to hearing community still encourages hearing parents to avoid parents signing!!! What is Language? --- A real language develops naturally, when people wish to communicate American Sign Language is a real language Deaf children need a REAL language beginning at a young age (ASL!) To force them into Oralism=similar to the story of forcing a child who only knows English to read lips and try to learn while the teacher speaks only Cantonese, while every class subject is written in German. Lip reading- 30% from lips at the MOST (also view “body language”, context, etc.) Speech Therapy- like piano lessons: can be great, but it depends on the individual. Saying “algebra” should not be more important than understanding algebra! Learning a language (whether your What are first, second, third, etc…) some Activates your brain!!! benefits of Awareness and appreciation of other