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¶ … educating the deaf. It deals primarily with the video "Dreams Spoken Here" and the ability to teach deaf people to communicate orally and therefore learn in a non-segregated environment.
Deaf Education
Until relatively recently, deaf education occurred in specialized settings designed specifically to meet the needs of deaf children, according to John Luckner. He further adds that many methods were utilized to educate deaf children depending on the needs of the specific children as well as the preferences chosen by the parents. By segregating deaf children, many feel that the social options of deaf children are unnecessarily limited and constricted. Today, as in the past, the question of educating deaf children usually comes down to the seemingly simple question of teaching the child to communicate manually or orally. To many, this is not a simple choice. However, with the advent of advanced technology such as improved hearing aids and cochlear implants, it seems that the choice has been made easier as it is possible, with aid from these devices, for a deaf child to hear, as per the video, "Dreams Spoken Here." Further stated in the video, by providing the means for the deaf to hear, it is now possible...
It is, in fact, possible for the deaf to perceive sounds and learn to communicate orally. Clearly, the video changes the age old misconception that deaf people can not hear anything and are not capable of oral communication. Thereby, also altering the view that deaf children must be taught to communicate manually and in specially designed settings. Thus, effectively excluding them from the world of the hearing.
By identifying the presence of hearing difficulties early, and developing strategies to overcome the problem at an early age, deaf children may now be mainstreamed into the hearing culture, as seen in the video. Early intervention is the key according to the video. By assessing the degree of hearing loss at an early age, a strategy may be developed to optimize an intervention plan designed to meet each individual's needs. These strategies may now include both oral and manual teaching methods. By incorporating oral methods into a deaf child's repertoire, the deaf child may interact…
References
John L. Luckner, Ed. D. "Issues in Education of Students who are Deaf or Hard of Hearing."
PDF. No Date. 14 Feb. 2012
<http://www.unco.edu/ncssd/resources/issues_dhh.pdf>
"Dreams Spoken Here." Video. Oral Deaf Education Website. No Date. 14 Feb. 2012
http://www.oraldeafed.org/movies/dsh.html
Those that are in favor of closing these schools only consider the costs of operation of the school that is being closed. They do not consider the additional expense to the local school district and community. This was the case as legislators continue to consider legislation disbanding special education facilities to service deaf students in that state (Hopkins, 2007). They are only looking at one side of the budgetary
Is there, after all any comparison between ordinary schools and those meant for the deaf? If, after all, the parent of a deaf child decides to remove the child from a failing school and wants to enroll him in a public school, where, normally, there is no provision for the deaf, then what will be the next step? As far as the question of student assessments is concerned, each school
"Co-enrolled classrooms," they advise, "represent a promising additional possibility for increasing student social access to peers, as well as increasing achievement. A co-enrolled classroom typically consists of an approximately 2:1 ratio of hearing and Deaf or Hard-of-Hearing (DHH) students. A team of two teachers, a general education teacher and a teacher of DHH students, collaborate to provide instruction. In many CE classrooms, the teachers and students frequently use both
Laurent ClercLaurent Clerc was an important figure in the history of Deaf education in America. He was born in 1785 in a small village in France. When he was just a year old, he fell off a chair into the fireplace in the kitchen. He was badly burned on his face and his sense of smell and hearing were totally damaged. The accident left him Deaf (Laurent Clerc Biography).Laurent grew
Equally destructive is the attitude that communicating with the Deaf person may involve more time and effort than one wishes to expend" (Zieziula, 1998, p. 193). Moreover, and perhaps one of the most important challenges related to this issue, a large percentage of deaf individuals do not trust the hearing society. "Historically, the dominant hearing culture has relegated deaf people to social categories such as "handicapped" and "outsider." The history
Deaf culture has become fairly well established in academia and to a lesser degree in mainstream public consciousness. However, Holly Elliot offers a unique perspective on Deaf culture and identity in Teach Me To Love Myself. Elliot begins her narrative by sharing her experience as a bicultural person: someone who had straddled the worlds of the hearing and of the Deaf. Her biculturalism allows Elliot to build bridges instead of