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EDUCATION OF DEAF CHILDREN.   Term Paper ID:22757 Click to get this paper

Essay Subject: Compares mainstream & special classrooms. Socialization, laws, teaching styles, development of communication skills.... More...

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Paper Abstract: Compares mainstream & special classrooms. Socialization, laws, teaching styles, development of communication skills. Paper Introduction: Mainstreaming verses Self-Contained Classrooms Children who are deaf or hard of hearing can usually be placed into regular classrooms with support services. The degree of extra attention and special services a child needs varies from slight to a full time interpreter. The Individual's with Disabilities Education Act (IDEA) gives every child the right to be educated in the least restrictive environment. This has led to a larger number of children being mainstreamed into regular classrooms. For hearing impaired children who are being taught oral communication, mainstreaming is absolutely the best placement for their education as soon as they are able to understand and be understood. Children with hearing impairments who are only being taught manual communication methods might be better placed in an auditorily handicapped classroom where manual Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. The professionals who worked with the child andthe child's parents are usually able to give a recommendation about thebest placement for the child. Long bus rides can often occur with childrenin schools of this type. If all hearing impaired children are sent to a centrallocation for schooling, then the classmates are not as readily availablefor after school activities. A child who isalready mainstreamed in preschool can be expected to continue in amainstream environment. Cambridge: Cambridge University Press, 1988.----------------------- 8 & Davis, Julia M. The Path to Language: Bilingual Education for Deaf Children. In almost all cases, it ispossible to give a child enough amplification to hear at least a portion ofthe sounds of the English language. To lump them all together is to do a disservice to thestudents. Since the advent of the Individualswith Disabilities Education Act, children must be educated in the leastrestrictive environment. The supportedenvironment of an interpreter part time allowed the children to be helpedbut gain a sense that they could function without an interpreter if theyneeded to or wished (Bouvet 197). Molly is a third grader with acochlear implant. American Sign Language is the normal mode ofcommunication among deaf students in residential schools (Strong xi).Students who are not fluent in ASL quickly become fluent in residentialschools. Mainstreamed children with hearinglosses should expect to have the following specialists available speech-language clinicians, audiologists, and or teachers of the hearing impaired. The hearing children were anxious tocommunicate with the hearing impaired children and quickly learned somesign language vocabulary. Usually a course oforal training is being conducted along with the regular classroomassignments. The decision needs to be made in conjunction with theprofessionals who know the child the best. They developed asense of autonomy with respect to proposed activities. The advantages of mainstreaming are that thechild will be able to interact with his regular peer group. The child's parents and the school district must together make thebest decision for each child individually (Goldstein 12). The children's language skills increased with the understanding thatbeing asked questions and given directions was part of class as a whole.The children's use of the interpreter allowed them to experience discourseof which they had previously been unaware (Bouvet 196). The educational limitations which many native speakers of ASLencounter may influence the placement of a child. In the late 198 s about one-third of all deaf students were beingtaught in residential schools (Strong xi). "Legal Interpretations." Volta Voices 2 (1995): 12- 13.Lou, Mimi WheiPing. Another route to mainstreaming which has not been as successful istotal communication. The willingness of the regularteacher to make the necessary changes and when necessary to have aninterpreter in the class can mean the difference between success andfailure in the class for the child. Molly uses aninterpreter during regular class time and is able to go to speech withoutan interpreter. Mainstreaming verses Self-Contained Classrooms Children who are deaf or hard of hearing can usually be placed intoregular classrooms with support services. She is able to interact socially with the other childrenin her class and contribute to the class discussions. In this case there is no one whom the deafchild can speak with if they are nonverbal without an interpreter.Mainstreaming is still an option for these children. The parent's goals for the child'sfuture--will placing the child into a deaf culture limit the child'soptions in later life--must be considered. This can also happen in other cases of mainstreamingand integration. Cambridge: Cambridge University Press, 1988.Strong, Michael. Language Learning and Deafness. Sixty-six percent of the children testedin the Elfenbein, et al. Ideally this method sounds wonderful, but inactuality, it may be worse than either a total oral or manual approach.Total Communication is supposed to give both hearing and deaf children allthe information that they need to understand the teacher. The deaf children were well received andaccepted into the classroom. Molly iswell on the way to being a successful oral-deaf student who will eventuallynot need an interpreter in the classroom. The degree of residual hearingand the child's ability to be trained to use it are a large part of thedecision. study admitted that they have trouble at leastsome of the time making themselves understood (Elfenbein, Hardin-Jones &Davis 224). The Individual's with Disabilities Education Act (IDEA) givesevery child the right to be educated in the least restrictive environment.This has led to a larger number of children being mainstreamed into regularclassrooms. Many times these classes contain all the grade levelsin a single room. These needs ofthe deaf child are more difficult for some teachers to incorporate intotheir teaching style than for others. Special self-contained classrooms for deaf children are not usually found in each schoolwithin the district. As such, english becomes a secondlanguage. The previous situation was a small group of deaf children who wereintegrated into a regular class situation. By the end of third grade Molly was able to converse withher teacher slowly without the use of the translator (Fann 81). The goal of integration is to give all students the samequality of instruction and education that is offered to hearing students.The hearing impaired student often suffers as the result of theseapproaches. For hearing impaired children who are being taught oralcommunication, mainstreaming is absolutely the best placement for theireducation as soon as they are able to understand and be understood.Children with hearing impairments who are only being taught manualcommunication methods might be better placed in an auditorily handicappedclassroom where manual communication is the primary mode of communicationfor learning and social activity. English is used for academics andconversing with non-ASL speakers. Children who are mainstreamed do report that they are self-consciousabout the way that they talk and the way their classmates react to errorsin communication that they make. The experience ofbeing a part of a large group was new to the children. This is oftenthe same group of children which live in the neighborhood. These children include mostchildren of deaf parents and many other deaf students. The use of an interpreter in the class can help the normal hearingchildren to accept the deaf student as just another child who speaks adifferent language (Bouvet 193). Initially, Total Communication was tobe a bridge between the camps of the oralists and the manualists. Deaf children who are in community schools are not generally kept incompletely self-contained classrooms. A different case for andagainst mainstreaming can be made when there will only be a single hearingdisabled student in the class. The children with hearing impairments weremotivated to use their english language skills by the other children andimprovement was apparent in their speaking skills. "A Success Story Named Molly." Teaching K-8 26 (1995 September): 78-81.Goldstein, Bruce A. In reality all this didwas to standardize services to the hearing impaired community. Each hearing disabled student has unique learning needs and adifferent home environment which supports differing approaches to learningto communicate. Reading is normally the last subject to be fully mainstreamedbecause of language difficulties (Fann 8 ). She has been mainstreamed into a regular school with asupport system. "Oral Communication Skills of Children Who Are Hard of Hearing." Journal of Speech and Hearing Research 37 (1994): 216-226.Fann, Marianne. Between all these extra support people,a program can be developed for eachchild to develop good oral language skills that are not different fromtheir hearing peers to large degree (Elfenbein, Hardin-Jones & Davis 224). Itutilizes both forms of communication so that normal, hard-of-hearing, anddeaf children would all get the same information. The deaf culture isemphasized in these settings. It is reasonable to expect that hearing impairedchildren will receive appropriate hearing aids. With a hearing impairedstudent in the classroom, the teacher needs to be aware that she does nottalk with her back to the class, should not cover her mouth area, sheshould use the board to illustrate, speak naturally, give preferentialseating, keep the noise level as low as possible, include the hearingdisabled children in class discussions, write down important vocabulary,and work effectively with any other professional support personnel that thechild has especially including an interpreter (Fann 8 ). The child's learning style,family structure, whether the parents are deaf, and the child's ownmotivation must be taken into account. The implication of simultaneouscommunication is that all approaches are covered. The teachersigns and speaks all communication. Individualneeds were cast aside (Lou 96). The degree of extra attentionand special services a child needs varies from slight to a full timeinterpreter. Works CitedBouvet, Danielle. The question of whether to mainstream a hearing disabled child or toplace the child into a self-contained classroom can not be the same for allchildren. The reality often fallsshort of expectation. Many parents find theaverage 4th grade reading ability of primary speakers of ASL to beunacceptable for their child and request an oral program and mainstreaming. "The history of language use in the education of the Deaf in the United States." In Michael Strong (ed.) Language Learning and Deafness. ASL generally becomes their language of choice and their primarylanguage for communicating and thinking. It is now possible for children whose onlydisability is a hearing loss to be in a regular classroom with support fromvarious specialists. Friendships are difficult to make with the variety ofages represented. The regular teachers of mainstreamed deaf or hearing impairedchildren are required to make adjustments to their teaching style toaccommodate the learning styles of the student. Philadelphia: Multilingual Matters: 199 .Elfenbein, Jill L., Hardin-Jones, Mary A. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.