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 issues, rather than looking at the total expenditure picture. This is a short-sighted approach that will cost more in the long-term.
Appropriate education in the age of distance technology vs. Vygotskyy's theory

Larwood (2004) proposed distance education at a potential solution to the problem of finding certified sign language teachers and teacher for the deaf. This same solution may hold prospects as a solution to the problem of educating the deaf students themselves. Online schools are popping up all over the nation…...

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Works Cited

Elluminate live (2007). Elluminate Live.  http://www.elluminate.com/ 

Gallagher, C. (compiler) (1999). Lev Semyonovich Vygotsky. Retrieved October 26, 2007 at  http://www.muskingum.edu/~psych/psycweb/history/vygotsky.htm 

Hopkins, J. (2007). Closing of Idaho School for the Deaf and Blind on hold as officials draft legislation. Times-News Writer. Retrieved October 25, 2007 at http://www.magicvalley.com/articles/2007/08/10/news/local_state/118166.txt

Larwood, L.(2004) the Technology Skills of Teachers Enrolled in Distance-Learning and on- Campus Components of a Deaf Education Credentialing Program. E-Journal of Teaching and Learning in Diverse Settings. 1 (2), 237-345. Retrieved October 25, 2007 at  http://www.subr.edu/coeducation/ejournal/EJournal.Volume1Issue2.Larwood.pdf

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 has the right to assess a child as it sees fit. 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…...

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References

Eden, AG Bell." Retrieved at Accessed on 28 September, 2004http://www.bradingrao.com/agbell.htm.

Eden, AVI." Retrieved at Accessed on 28 September, 2004http://www.bradingrao.com/avi.htm.

Eden, ASDC." Retrieved at Accessed on 28 September, 2004http://www.bradingrao.com/asdc.htm.

Eden, BiBi" Retrieved at Accessed on 28 September, 2004http://www.bradingrao.com/bibi11.htm.

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,…...

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References

John L. Luckner, Ed. D. "Issues in Education of Students who are Deaf or Hard of Hearing."

PDF. No Date. 14 Feb. 2012

"Dreams Spoken Here." Video. Oral Deaf Education Website. No Date. 14 Feb. 2012

"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 spoken English and sign language" (p. 20).
According to Hicks (1999), these trends have also provided new opportunities for understanding how young people interrelate and react, features that hold special significance for understanding deaf education in a multicultural classroom. "As such," she advises, these trends "open up new ways of thinking about how cultural groups may function in relation to one another in a multicultural classroom" (Hicks, 1999, p. 19). This author also emphasizes that today's multicultural classroom has compelled teachers…...

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References

Antia, S.D., & Mccain, K.G. (2005). Academic and social status of hearing, deaf and hard of hearing students participating in a co-enrolled classroom. Communication Disorders Quarterly, 27(1), 20.

Authors report the findings of their study of co-enrolled classrooms where they determined the deaf students are not significantly different from their hearing peers in classroom communication and social behavior.

Arndt, K., Best, C., & Lieberman, L. (2002). Effective use of interpreters in general physical education. JOPERD -- the Journal of Physical Education, Recreation & Dance, 73(8), 45.

Authors report that deaf students who are included with the general population in schools frequently report experiencing isolation, deprivation, and ridicule from teachers and peers because they lack a common language with their hearing classmates.

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 up in a time when Deaf people in France were not given many opportunities for education or employment. He did not attend school until 1797, when he was 12 years old. However, the school was strict and the teacher had no patience for Laurent Clercs special needs. The teacher even struck the child under the chin after being frustrated by Laurents struggles to speak correctly (Laurent Clerc Biography). The blow was so devastating for Laurent that never again tried to…...

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Works Cited

Black ASL Project.  http://blackaslproject.gallaudet.edu/Sites/Alabama.html 

Laurent Clerc Biography.  https://victorian-era.org/laurent-clerc.html 

Sundsmo, Kylie. “The Apostle of the Deaf in America.”  https://www.startasl.com/laurent-clerc/

Field Experience Report - Observation in the classroom at the school for the Deaf Introduction
In the US, residential institutions of learning have had a long relationship with the deaf community. They are the centers where linguistic and cultural transmission takes place. The residential, educational institutions for deaf people serve learners at K-12 levels. They avail dormitories for learners who hail from far geographical distances. Usually, each state has built, at least, one residential program of education for the deaf (Romano, 2013). It has also been noted that large communities of the deaf usually settle near a residential school. A good number of states offer education programs that provide language services and training for the deaf, including a rich cultural environment where American Deaf learners are taught American Sign Language and English Bilingual instruction. Such settings are also referred to as deafcentric. Learners are enabled to interact with teachers, heads, classmates, and…...

Hard of Hearing and Deaf Students Introduction.
Youth and children with hearing challenges or even deaf are broad and range from support accessibility to advanced specialized care. For most children with the said challenges, there are multiple opportunities to learn, and such chances require maximum utilization. Whenever such children and their associated families get learning and language support and presented with opportunities that minimize hearing nuances, they can easily thrive in both occupations and education (Payne-Tsoupros, 2019). This paper focuses on kids with hard of hearing and the deaf and refers to LEAD-K to assess the best practices used to enhance their learning and communication skills.
The acquisition of education for children with hearing challenges or deaf is a daunting task for educators who aspire to support students' development. First, the deaf faces numerous complexities and controversies in defining the most appropriate methods and modes to communicate or even give instructions. These issues…...

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References

Cawthon, S. W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of Deaf Studies and Deaf Education, 6(3), 212-225.

Howerton-Fox, A., & Falk, J. L. (2019). Deaf children as \\'English learners\\': The psycholinguistic turn in deaf education. Education Sciences, 9(2), 133.

Juillerat-Olvera, A. (2019). Bridging the language gap: LEAD-K. The Nevada Independent - Your State. Your News. Your Voice.  

Payne-Tsoupros, C. (2019). Lessons from the LEAD-K Campaign for Language Equality for Deaf and Heard of Hearing Children. Loy. U. Chi. LJ, 51, 107.

https://thenevadaindependent.com/article/bridging-the-language-gap-lead-k 

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 barriers, engendering cross-cultural communication. As such, Teach Me to Love Myself offers a tremendously valuable contribution to the evolving and nuanced discourse on Deaf culture. Elliot had been both hearing and Deaf, but made a conscious decision to “move from the hearing to the Deaf world,” (Kindle Edition). The very notion that Elliot could “move” suggests the notion of the liminal in Deaf identity as well as a conflict between the different worlds in which a Deaf individual resides. Elliot’s description…...

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 students with disabilities were earlier educated in special schools, China has adopted new channels of special education including the integration of disabled children into general education classes. Currently, the number of disabled children enrolled in schools has continued to experience a big increase since 1987. Although many articles in the laws formulated by the Chinese government call for the overall education of handicapped children, special education for children with autism or severe disabilities is not directly mentioned in these policies…...

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References:

Baker, M. (2007, November 17). China's Bid for World Domination. Retrieved April 11, 2010,

from  http://news.bbc.co.uk/2/hi/uk_news/education/7098561.stm 

Mu K, Yang H & Armfield A (n.d.). China's Special Education: A Comparative Analysis.

Retrieved April 11, 2010, from  http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/16/25.pdf

Deaf
There has been a dearth of literature on the training and development of deaf and hard of hearing employees. This research attempts to highlight gaps in the research and suggest methods of improving deaf awareness in the fields of human resources and organizational development. The Americans With Disabilities Act requires all organizations to make reasonable accommodations to the workplace environment, policy, and procedure for deaf and hard of hearing employees. This applies to employee training and development as well as daily functionality on the job. Because six to nine percent of the population identifies as deaf or hard of hearing, it is critical for organizations to adapt their training and employee development programs to attract and retain deaf employees (Hersh, 2012).

To create effective training and development programs, it is important that human resources managers and staff understand best practices in adapting the workplace and making accommodations. The adaptation of all…...

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References

Haynes, S. & Linden, M. (2012). Workplace accommodations and unmet needs specific to individuals who are deaf or hard of hearing. Disability and Rehabilitation 7(5), 408-415.

Hersh, M. (2012). Deaf people in the workplace. Chapter 10 in Lessons on Profiting from Diversity. Moss, G. (Ed.). Palgrave MacMillan.

National Consortium of Interpreter Education Centers (2009). The case for deaf self-advocacy training. Retrieved online:  http://www.interpretereducation.org/wp-content/uploads/2012/01/TheCaseforDeafSelf-AdvocacyTraining-2.pdf 

National Association of the Deaf Law and Advocacy Center (n.d.). Reasonable Accommodations for Deaf Employees Under the Americans With Disabilities Act. Retrieved online: https://www.wvdhhr.org/wvcdhh/directories/07TOC/ReasonAccomDeafEmp.pdf

Sign language has become a politically charged issue in the deaf community: a means to create a cohesive social group. For the same reason that cochlear implants are viewed as controversial, speaking is occasionally viewed as selling out. atlin's move did not deter her, however. With moral support from Whoopie Goldberg, atlin maintained her identity as a proud member of the deaf community while still being willing to express herself in whatever way she pleased.
atlin is married to a police officer and has four children. She still works as an actor and views herself not as a deaf person who happens to be an actor but the reverse: as an actor who happens to be deaf (Putz 2005). Her level of comfort with the mainstream hearing society is far from threatening to the cohesiveness of the deaf community. atlin can also be a role model for any aspiring actor…...

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Matlin would not seem to be a controversial figure but she has been. Reading about Matlin reminded me of how politically charged deafness and deaf culture have become. Speech and cochlear implants can be viewed as bridges between deaf individuals and the world around them, as a means to solidify membership in the deaf community, or both. Matlin shows that deafness is not a hindrance to success; only doubt can prevent the fulfillment of a dream. What Matlin also shows is that deaf individuals are just that: individuals. The deaf community is no more monolithic than the Jewish community or the Latino community. Each person must decide for himself or herself whether or not to embrace speech.

Most likely, Matlin was using her voice to express herself fully. Her decision was a courageous and admirable one, because deaf children and also adults sometimes feel ashamed to use their speaking voice. The voice can be a more shocking reminder of the barriers between deaf and hearing communities. When Matlin was a child her brother humorously referred to her voice as being a foreign accent (Putz 2005). Vocal expression does not need to be perceived as a negative for deaf people. Those who choose to use their voice are not subverting the deaf community. In some ways, those who elect to speak are enhancing the diversity of the deaf community. Being proud of a minority voice is one of the strongest affirmations a deaf person can make. Matlin shows that deaf individuals can remain deeply involved with their communities: actively encouraging deaf children to pursue their dreams and preserving the integrity of the deaf community by encouraging multiple means of solidarity.

Putz, K. (2005). Marlee Matlin What my parents understood. Hands and Voices. Retrieved Mar 9, 2009 at  http://www.handsandvoices.org/articles/fam_perspectives/mmV81.htm

Secondly, there is a need for a Code of Ethics to interpret mental health in these settings. Third, therapists require training that consists of knowledge about the cognitive, social, emotional and psychological development of deaf people. Fourth, interpreters also need specialized training for therapeutic contexts. Finally, both therapists and interpreters need to work collaboratively with the deaf community's professional organizations to offer informative and psychoeducational workshops for deaf members and to provide them with further insights on the role that the therapist plays, the purpose of and techniques that are used in therapy and the function of the interpreters and families in the therapeutic process.
Given this found need for better training, education and understanding by healthcare professionals and interpreters, it comes as no surprise, then, that deaf individuals may be reluctant to get mental health care support when they need it or have greater fear, mistrust and frustration than…...

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References

DeVinney, J, & Murphy, S. (2002) Mental Health Experiences and Deafness: Personal and Legal Perspectives. Psychiatric rehabilitative journal, 25(3), 304-309.

Cornes, a. & Napier, J. (2005) Challenges of mental health interpreting when working with deaf people. Australasian Psychiatry. 13(4).

Dickert, J. (1988) Examination of Bias in Mental Health Evaluation of Deaf Patients.

Social Work, May-June.

Another means for supporting and financing the education of deaf people is through the promotion of a financial package meant to improve the resources available to special schools and teachers. In this sense, schools in Great Britain for instance receive special funds for training their teachers to reach British Sign Language level 3 (Scottish Council on Deafness, n.d.), to become more aware of the special needs such persons have in the society and the academic environment. At the same time, the recruitment of already trained personal is fully funded in order to have the best teachers available for these special schools.

In theory, these projects are worth mentioning and offer a positive perspective on the issues concerning deaf people. However, not all children or grownups can benefit from such funding possibilities. In the education area, there are only specialized agencies which commit their funds to providing financial support to special schools…...

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References

National Foundation for the Deaf - Deaf Education Scholarship. (2006). New Zeeland Culture Online. Retrieved 18 Jan. 2008, at  http://www.nzlive.com/en/funding/800437/B 

Scottish Council on Deafness. (n.d.) Education and training. Access to communication and language, audiology, employment, health, social work and social care. Retrieved 18 Jan, at http://www.scod.org.uk/pdf/Manifesto2007.pdf

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 the JCIH 2007 Position Statement
The JCIH position statement advocates for early evaluation and diagnosis of auditory problems for children with hearing loss. Early hearing loss detection and intervention helps to maximize the literacy development and linguistic competence of children with hearing difficulties, thus helping to enhance their academic and social outcomes. Studies have, in fact, shown that children whose hearing problems are diagnosed early (before 2 months of age) and intervention initiated have better functional, language, and speech outcomes than…...

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References

American Psychological Association (2010). Publication Manual (7th ed.). Washington, D.C.: American Psychological Association.

Cole, E. & Flexer, C. (2016). Children with Hearing Loss: Developing Listening and

Talking (4th ed.). San Diego, CA: Plural Publishing, Inc.

Cupples, L., Ching, T., Crowe, K., Seeto, M., Leigh, G., Street, L., Day, J., Marnane, V., & Thomson, J. (2013). Outcomes of 3-Year-Old children with Hearing Loss and Different types of Additional Liabilities. The Journal of Deaf Studies and Deaf Education, 19(1), 20-39.

Dobie, R. A., & Hemel, D. (Eds.). (2004). Hearing Loss: Determining Eligibility for Social Security Benefits. Washington, D.C.: National Academies Press.

Easterbrooks, S. & Estes, E. (2007). Helping Deaf and Hard of Hearing Students to Use

Spoken Language. Thousand Oaks, CA: Corwin Press.

NIH (2014). Enlarged Vestibular Aqueducts and Childhood Hearing Loss. National Institute on Deafness and Other Communication Disorders. Retrieved from  https://www.nidcd.nih.gov/sites/default/files/Documents/health/hearing/NIDCD-Enlarged-Vestibular-Aqueducts-and-Childhood-Hearing-Loss%20.pdf

In order to compare educational strategies from the two lingual forms, the study used signed video tapes using both ASL and English sign. The three students then watched the tapes over a period of two separate sessions, after which they were asked to produce "a written version of the text they had viewed," (Mayer & Akamatsu 2000 p 295). This was then followed up by later interviews comparing and evaluating the two different signed texts they had been exposed to. Study results showed that the three students understood both forms of sign rather similarly, with some slight misunderstandings based on differing contexts between the two. Errors in grammar became the element that showed various distance between the two languages used within the study. One student showed similar mistakes in both, the others showed more grammatical understanding in the English form. The types of mistakes the students made based on…...

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References

Borgna, Georgianna; Convertino, Carol; Marschark, Marc; Morrison, Carolyn; & Rizzolo, Kathleen. (2010). Enhancing deaf students' learning from sign language and text: Metacognition, modality, and the effectiveness of content scaffolding. Journal of Deaf Studies and Deaf Education, 16(1), 79-101.

Hoffman, Mary & Wang, Ye. (2010). The use of graphic representations of sign language in leveled texts to support deaf readers. American Annals of the Deaf, 155(2), 131-138.

Mayer, Connie & Akamatsu, C. Tane. (2000). Deaf children creating written texts: Contributions of American sign language gauge and signed forms of English. American Annals of the Deaf, 145(5), 294-405.

Mueller, Vanessa & Hurtig, Richard. (2009). Technology-enhanced shared reading with deaf and hard-of-hearing children: The role of a fluent signing narrator. Journal of Deaf Studies and Deaf Education, 15(1), 72-102.

1. The Controversy Continues: Exploring the Debate between Oralism and Manualism

2. A Comprehensive Analysis of Oralism and Manualism in Deaf Education

3. Bridging the Gap: Finding Common Ground between Oralism and Manualism

4. The Evolution of Deaf Education: Oralism vs. Manualism

5. Navigating the Debate: Assessing the Pros and Cons of Oralism and Manualism

6. The Impact of Oralism and Manualism on Deaf Individuals

7. Choosing a Path: Understanding the Differences between Oralism and Manualism

8. Debunking Myths: Dispelling Misconceptions about Oralism and Manualism

9. The Role of Technology in the Oralism vs. Manualism Debate

10. Moving Forward: Reimagining Deaf Education in a Post-Oralism vs. Manualism World
11. Unpacking....

Title I: The Dichotomy of Communication: Oralism versus Manualism in Deaf Education

Title II: The Historical Battleground of Deafness: The Clash between Oralism and Manualism

Title III: The Sonic and the Tactile: Unveiling the Epistemological Divide between Oralism and Manualism

Title IV: Communication at the Crossroads: Oralism, Manualism, and the Deaf Community

Title V: The Language of Exclusion: Exploring the Societal Implications of Oralism and Manualism

Title VI: The Legacy of Deaf Education: A Comparative Analysis of Oralism and Manualism

Title VII: Deaf Identity and Communication: The Symbiotic Relationship between Manualism and Deaf Culture

Title VIII: The Pedagogy of Language Acquisition: Oralism versus Manualism and the Impact....