Educational and Cultural Diversity (Syllabus MSSE-702)

Odyssey: New Directions in Deaf Education, 2018

American Annals of the Deaf, 2005

2020

is a 5-year-old student with significant physical and cognitive disabilities, and she is deaf**. She attends a kindergarten class in her neighborhood school with hearing students with disabilities and a one-to-one assistant who signs. Annie's parents use sign language with her, and they've provided her with cochlear implants in the hopes that she will be able to access and acquire spoken language, too. Though she doesn't say many words that other people understand, Annie uses her voice and many sign approximations to make her needs and wants known. She is also learning to use a Picture Exchange Communication System with her signs to make her wants and needs clearer. She is engaged with and responsive to her environment. Frankie* is a 10-year-old fourth grade student with Down syndrome, and he is hard of hearing. He uses spoken language to express himself; he has hearing aids but doesn't always use them. Frankie sits in his local school class and appears engaged; however, for several years he hasn't made much progress on his Individualized Education Program goals. He reads simple words and enjoys looking at pictures in books. Frankie doesn't have many friends, and his parents have been unimpressed with his progress. He receives itinerant services from a teacher of the deaf who serves him in a classroom for hearing students with moderate disabilities. The itinerant teacher of the deaf doesn't know much sign language.

This comprehensive exam begins with an assertion regarding the utility of visual communication in teaching deaf students. My assertion states that all deaf students benefit when educators privilege the visual in teaching practice and pedagogical communication. Privileging the visual in deaf pedagogy is not ideologically inert. Researchers in competing (and confluent) traditions of deaf research claim that: (a) vision (on the part of the student) and visual tools (on the part of educators) play an important role in deaf education, (b) deaf students’ sense and language ecologies are rooted in ontological and epistemological foundations distinct from nondeaf peers, and (c) these concerns are sites of ideological conflict and power differentials where deaf students interact with teachers and researchers. Within this interdisciplinary problem space, I explore how knowledge regarding the visual is constructed in four paradigms of deaf education research and explain why the visual is a contested part of it. This comprehensive exam aims to illuminate the contested position of the visual in deaf pedagogical practice by exploring sources of conflict within four empirical paradigms as they pertain to classroom discourse (teaching and pedagogical practices). These exams synthesize the known literature on visual deaf pedagogical practices by subsuming classroom discourse in a framework of multimodal communications (Kress, 2010). This first exam asks: What empirical evidence emerges from the literature that describes the purposes and practices of visual teaching strategies for deaf learners? I address the question in two parts. Part one of this exam is titled, “Modality, ideology, and deaf education,” which provides an overview of modality relative to deafness. This section describes some of the purposes and practices constitutive of visual communication used in deaf education related to the central axis of mode. I discuss how ideological formations of literacy present in deaf educational research have shaped two contrasting approaches to the issue of modality: a) language-based visual modes and b) communication-based visual modes. Part two is entitled, “Empiricism and the role of vision and sight in deaf research,” which defines four distinct approaches to empiricism that correspond to historical periods and academic disciplines pursuing deaf studies and deaf education research (referred to as deaf research). Each paradigm produces empirical knowledge (findings and interpretations) regarding the visual in deaf pedagogy differently. This knowledge is illustrated in a topology of deaf pedagogical discourse (a] language and b] communications) that shows connections between deaf ways of knowing and being with pedagogical adaptations configured on the sense of sight. Finally I discuss pivotal historical changes and compare and contrast the corpora of empirical evidence by discussing methodological consequences.

International Journal of Bilingualism, 1998

Click here if your download doesn"t start automatically Cultural and Language Diversity and the Deaf Experience Cultural and Language Diversity and the Deaf Experience This edited volume provides a comprehensive analysis of deaf people as a culturally and linguistically distinct minority group within American society. Many educators, linguists, and researchers now favor this position, as opposed to that which states that a deaf person simply has an audiological disability. Contributors to this book include members of the deaf community, as well as prominent deaf and hearing educators and researchers. The text contains three sections, covering research on bilingualism and biculturalism, the impact of cultural and language diversity on the deaf experience, and first-hand accounts from deaf community members that highlight the emotional impact of living in the deaf and hearing worlds. Download Cultural and Language Diversity and the Deaf Experience ...pdf Read Online Cultural and Language Diversity and the Deaf Experien ...pdf Download and Read Free Online Cultural and Language Diversity and the Deaf Experience Cultural and Language Diversity and the Deaf Experience Free PDF d0wnl0ad, audio books, books to read, good books to read, cheap books, good books, online books, books online, book reviews epub, read books online, books to read online, online library, greatbooks to read, PDF best books to read, top books to read Cultural and Language Diversity and the Deaf Experience books to read online. Online Cultural and Language Diversity and the Deaf Experience ebook PDF download Cultural and Language Diversity and the Deaf Experience Doc Cultural and Language Diversity and the Deaf Experience Mobipocket Cultural and Language Diversity and the Deaf Experience EPub Cultural and Language Diversity and the Deaf Experience Ebook online Cultural and Language Diversity and the Deaf Experience Ebook PDF

1999

York. The PDA offers a comprehensive education through an extensive variety of both degree and continuing education courses. It offers basic skill courses in the academic division and, in the Division of Adult and Continuing Education, an extensive college-preparation course, a preparatory program for foreigners with deafness, Adult Basic Education, Regents Competency Test Preparation, General Education Diploma preparations and tests, pre-vocational skills, computer skills training, and support services such as interpreting, tutoring, supplemental instruction, and notetaking. The publication discusses student enrollment in PDA programs, outreach and recruitment of students from diverse backgrounds, recruiting teachers and interpreters, and programs and services. Initiatives to improve students' academic skills, placement and assessment, and support services are addressed. Extracurricular activities

The education of students who are deaf and hard of hearing is a complicated subject for many people. There are harsh opponents and arguments coming from both sides, mainstreaming, and keeping deaf and hard of hearing students in separate educational facilities. Both sides of the argument present very compelling points to support their views. Advocates for keeping students with hearing impairments in separate either day or residential schools cite tradition, history and the inclusion of Deaf culture in their reasoning for keeping hearing impaired students separate. Advocates for inclusive and mainstream education follow the guidelines set by the Education for all Handicapped Children act of 1975 (Scheetz, 2011). This act mandated that students be educated in the ‘least restrictive environment’ or the opportunity to be educated with students who do not have disabilities, as often as possible (Scheetz, 2011). This argument, while harsh and polarized, is also very quiet. It is hard to find information regarding the education of students with hearing impairment, and this information is usually quite outdated and no longer relevant. The issue of how to best educate students with hearing impairment is a complicated issue that necessitates much more research than is currently present.

Journal of Deaf Studies and Deaf Education, 1999

We hope that this issue of the Journal of Deaf Studies and Deaf Education is an impetus for further research into promising practices on inclusive education for deaf and hard-of-hearing (D/HH) students. We suggest a framework in which inclusion refers to the practice of educating D/HH and hearing children in the regular classrooms, while integration refers to the results of such practice. A review of the literature indicates that most D/HH students are educated with their hearing peers in the public schools. Nevertheless, the academic and social integration outcomes for these students are far from stellar. The articles in this issue have documented some of the difficulties inherent in inclusive practices, but, more important, several have described and examined promising practices that attempt to provide answers to some of the issues that have been raised. The first, and most basic, problem faced when D/HH and hearing students are educated together is mutual access to communication. Communication access for D/HH students can be provided through good amplification, real-time captioning, or interpreting. The more important issue is whether such access will allow sufficient participation in the social and academic life of the classroom to result in academic and social integration. In the past, much of our time and energy was spent evaluating D/HH students' abilities, moti

During the COVID-19 pandemic, it became clear that forms of access to schools were insufficient to meeting the challenge of an airborne pathogen. The many forms of accommodation needed as a result of this pandemic have reinvigorated interest in what it might mean to consider forms of Universal Design and equity in learning situations. Such conversations, whether in the media, informal discussion, or academic publications, act as reminders that schools have yet to fully ensure that students of all capacities, languages, and other forms of difference have equitable access to information, communication, and opportunities for flourishing through learning. Such conversations, too, act as reminders that, while schools may gesture towards welcoming pluralism, they nonetheless lag on robust inclusion of all differences. This paper focuses on how schools exclude a particular group within Deaf communities that shares a set of similar beliefs, values, and practices, which is known as Deaf culture, and shares a common signed

… of Linguistics and …, 1989

The education of deaf students in the United States is not as it should be. It has been documented time upon time that deaf children lag substantially behind their hearing age mates in virtually all measures of academic achievement.' Gentile (1972) found that deaf students' achievement on the Stanford Achievement Test (SAT) was markedly depressed in spelling, paragraph comprehension, vocabulary, mathematics concepts, mathematics computation, social studies, and science. Allen (1986) demonstrates that these patterns still persisted in 1983 and that,

2017

The addition of a student who is deaf or hard of hearing (D/HH) presents both challenges and important opportunities for classroom teachers, especially in the areas of reading and writing instruction. Based on our experiences working with D/HH students across a range of education settings, we have identified two principles for supporting the unique language and literacy development of D/HH students in mainstream classrooms. Following these principles creates rich environments for language and literacy growth for all learners and is uniquely supportive of D/HH students. In this article, we provide information related to the language and literacy development of students who are D/HH. We then discuss how the two principles for instruction can be put into practice, with a set of practical considerations for each.

TEANGA, the Journal of the Irish Association for Applied Linguistics

Teaching Exceptional Children, 2003

TEACH Journal of Christian Education

This paper addresses some of the educational needs of students with hearing impairments, for this group has unique learning needs especially in relation to language acquisition. Throughout the course of history there have been two dominant approaches to deaf education, oral (speech) and manual (sign language). Despite conflicting opinions between medical professionals and educators in the field of Deaf education, current research suggests that flexibility and an openness to utilise a combination according to the individual needs of the students is the best approach to forming language proficiency. This paper will use these findings to suggest a holistic range of effective management strategies for educators, which target the physical, academic, social, emotional and communicative wellbeing of deaf students. Author's Note: The Deaf community (people who are deaf or hard of hearing) have a strong history of common interests, sports and culture; and mainly use AUSLAN (Australian Sign Language) for communication. In this article a small 'd' is used when referring to the medical definition of deafness, while a capital 'D' is used when referring to people who are culturally Deaf. While the term 'hearing impaired' was seen as politically correct, the terms Deaf and hard of hearing are more frequently used today. This paper has been written to inform and assist teachers in 'included classrooms' where some students may be Deaf or hard of hearing.