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It is towards this goal that most schools are geared up, and if an outsider assessment proves that the school is not progressing well by the end of 2014 and not all students are proficient in reading and writing and mathematics, and then it is deemed to have failed. This is where the question of deaf and other disabled children comes in. Can deaf children be taught to read proficiently?
There is no doubt that though they can be taught to read, they will not be able to read with as much ease as normally able children. (Journal provided by client) So, is a quality education assured for them, or is the Act meant for those children who suffer from no disabilities? Will these hearing impaired children enjoy the benefits of being educated with their peers, and also enjoy a meaningful educational experience in the process? Will the tests that are designed more for normal children than for disabled children give an accurate picture of the school's progress, and is it really correct to test deaf children who are not actually as proficient as their peers in the school? (No Child Left behind Act- abclocal.go.com)
In addition to this is the fact that there are in existence quite a few conflicting laws on the issue of discipline and behavior of disabled children. Though measures have been taken to inculcate changes in the Individuals with Disabilities Education Act, it is to the parent's benefit that they must keep abreast of all the laws and rules pertaining to their deaf or otherwise disabled children, and if this is accomplished, more than half of the battle has been won, and the deaf will find themselves able to lead productive and independent lives...
Accessed on 28 September, 2004
Eden, AVI." Retrieved at http://www.bradingrao.com/avi.htm. Accessed on 28 September, 2004
Eden, ASDC." Retrieved at http://www.bradingrao.com/asdc.htm. Accessed on 28 September, 2004
Eden, BiBi" Retrieved at http://www.bradingrao.com/bibi11.htm. Accessed on 28 September, 2004
Eden, Introduction" Retrieved at http://www.bradingrao.com/. Accessed on 28 September, 2004
Eden, Mainstreaming" Retrieved at http://www.bradingrao.com/mainstreaming.htm. Accessed on 28 September, 2004
Eden, Oberkotter Foundation. Retrieved at http://www.bradingrao.com/oberkott.htm. Accessed on 28 September, 2004
Eden, Oral." Retrieved at http://www.bradingrao.com/auditory2.htm. Accessed on 28 September, 2004
Eden, Philosophy" Retrieved at http://www.bradingrao.com/philosop.htm. Accessed on 28 September, 2004
Eden, NAD." Retrieved at http://www.bradingrao.com/nad.htm. Accessed on 28 September, 2004
Eden, NSCA." Retrieved at http://www.bradingrao.com/nad.htm. Accessed on 28 September, 2004
Eden, Total Communication." Retrieved at http://www.bradingrao.com/total1.htm. Accessed on 28 September, 2004
No Child Left Behind Act." (July 18, 2002) Retrieved at http://abclocal.go.com/wls/news/karenmeyer/071802_disable_leftbehindact.html. Accessed on 28 September, 2004
No Child Left Behind Act." Retrieved at http://www.ed.gov/nclb/landing.jhtml?src=pbAccessed on 28 September, 2004
References
Eden, AG Bell." Retrieved at http://www.bradingrao.com/agbell.htm. Accessed on 28 September, 2004
Eden, AVI." Retrieved at http://www.bradingrao.com/avi.htm. Accessed on 28 September, 2004
Eden, ASDC." Retrieved at http://www.bradingrao.com/asdc.htm. Accessed on 28 September, 2004
Eden, BiBi" Retrieved at http://www.bradingrao.com/bibi11.htm. Accessed on 28 September, 2004
Eden, Introduction" Retrieved at http://www.bradingrao.com/. Accessed on 28 September, 2004
Eden, Mainstreaming" Retrieved at http://www.bradingrao.com/mainstreaming.htm. Accessed on 28 September, 2004
Eden, Oberkotter Foundation. Retrieved at http://www.bradingrao.com/oberkott.htm. Accessed on 28 September, 2004
Eden, Oral." Retrieved at http://www.bradingrao.com/auditory2.htm. Accessed on 28 September, 2004
Eden, Philosophy" Retrieved at http://www.bradingrao.com/philosop.htm. Accessed on 28 September, 2004
Eden, NAD." Retrieved at http://www.bradingrao.com/nad.htm. Accessed on 28 September, 2004
Eden, NSCA." Retrieved at http://www.bradingrao.com/nad.htm. Accessed on 28 September, 2004
Eden, Total Communication." Retrieved at http://www.bradingrao.com/total1.htm. Accessed on 28 September, 2004
No Child Left Behind Act." (July 18, 2002) Retrieved at http://abclocal.go.com/wls/news/karenmeyer/071802_disable_leftbehindact.html. Accessed on 28 September, 2004
No Child Left Behind Act." Retrieved at http://www.ed.gov/nclb/landing.jhtml?src=pbAccessed on 28 September, 2004
"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
The State has also established a string of both general and specific policies for improving and developing special education and set aside special funds for this purpose. Consequently, just like regular education, special education has also developed rapidly. Although local governments are encouraged to provide compulsory education to children with and without disabilities, the enacted policies do not necessitate that education be provided to all students. Despite the fact that
Abstract This paper provides an extensive review of literature on deaf students and deafness. The purpose of the literature review is to obtain an understanding of what deafness is, what causes deafness, how it occurs, and what deaf culture is like for deaf people. The review identifies schools and programs that are used to help the deaf community and it also examines the outcomes of deaf students in general education. It
Deaf Culture In any given country, there is a dominant and prevailing culture that tends to be more pervasive than others. However, there are also cultures that are counter or parallel to the dominant culture. One of those common subcultures is that of deaf people. Even with the fact that deaf and hearing-impaired people live in the same dominant cultures as everyone else, they have to exist and act in a
Unlike previous studies, the current research measured results-based partly on conversational samples recorded during parent-child interactions. The real-life, natural language environment offers a unique perspective on the effectiveness of cochlear implants. The focus on natural spoken language scenarios may also be of particular importance to parents with little exposure to deaf culture. Participants in the current study included 76 children who received cochlear implants between their first and third birthdays. Intervening
Teaching Children with Hearing Difficulties: Evidenced-Based Practice Early evaluation and detection for hearing difficulties forms the basis for timely intervention. This text emphasizes the need for early intervention as a way of maximizing the linguistic competence and literacy development of children with hearing difficulties. It covers the JCIH position statement and uses research evidence to demonstrate how early audiological intervention could help promote academic outcomes for children with hearing difficulties. Reaction to