- Constructing a culturally sensitive education for Gifted Deaf Students
Authors: Dr Wilma Vialle (University of Wollongong) and
Mr John Paterson (The Royal NSW Institute for Deaf and Blind Children)One of the most persistent problems facing the field of gifted education relates to the identification of giftedness in minority groups. In response to this issue, the literature over the last two decades has emphasised the need for multiple means of identification and appropriate curricula.
(Added: Tue Jul 03 2001)
- Definition of Deaf and Hard of Hearing
The Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses, including deafness, the regulations for IDEA define hearing loss and deafness separately.
(Added: Wed Jul 25 2001)
- Educating Children Who Are Deaf or Hard of Hearing:
Additional Learning Problems
By B.J. Pollack. Hearing loss has far-reaching, critical effects on childhood development of cognitive (thinking) and linguistic (language) skills. The occurrence of other disabilities in combination with diminished hearing creates "additional learning problems" which significantly add to the complexity of educating the student who is deaf or hard of hearing.
(Added: Sat Jul 14 2001)
- Educating Children Who Are Deaf or Hard of Hearing:
Auditory-Oral Approach
By Patrick Stone. The auditory-oral approach is based on the fundamental premise that acquiring competence in spoken language, both receptively and expressively, is a realistic goal for children who are deaf or hard of hearing. Further, this ability is best developed in an environment in which spoken communication is used exclusively. This environment includes both the home and the classroom (Adams, Fortier, Schiel, Smith, & Soland, 1990; Stone, 1988).
(Added: Mon Jul 16 2001)
- Educating Children Who Are Deaf or Hard of Hearing:
Auditory-Verbal
By Donald Goldberg. The goal of auditory-verbal practice is for children who are deaf or hard of hearing to grow up in "typical" learning and living environments that enable them to become independent, participating, and contributing citizens in an inclusive mainstream society. The auditory-verbal philosophy supports the basic human right that children with all degrees of hearing loss deserve an opportunity to develop the ability to listen and use verbal communication within their own family and community constellations.
(Added: Mon Jul 16 2001)
- Educating Children Who Are Deaf or Hard of Hearing:
Cochlear Implants
By Joan Laughton. A cochlear implant prosthesis is a device that includes an external package (microphone and speech processor) worn by the user and an internal package (an array of electrodes that is surgically implanted into the cochlea (end organ of hearing) in the inner ear. The internal and external components of the cochlear implant are connected via an electric coupling. Cochlear implant prostheses are designed to create hearing sensation by direct electrical stimulation of auditory neurons (nerves).
(Added: Mon Jul 16 2001)
- Educating Children Who Are Deaf or Hard of Hearing:
Cued Speech
By Barbara Caldwell. Cued Speech is a sound-based hand supplement to speechreading. Eight handshapes representing groups of consonants are placed in four positions around the face that indicated groups of vowel sounds. Combined with the natural lip movements of speech, the cues make spoken language visible.
(Added: Mon Jul 16 2001)
- Educating Children Who Are Deaf or Hard of Hearing:
English-Based Sign Systems
By Gerilee Gustason. Sign language as used by deaf adults may resemble English, or it may be American Sign Language (ASL), which has a grammar, syntax, and idioms distinct from English. ASL is sometimes called a natural language because it evolved through use by people who were deaf. In contrast, English-based sign systems were developed by educators. These systems adopted much of the vocabulary of ASL but added grammatical features of English such as articles (a, an, the), verb endings (-s, -ing, -ed, -en), and other markers of English. English-based sign systems follow English syntax.
(Added: Mon Jul 16 2001)
- Educating Children Who Are Deaf or Hard of Hearing:
Total Communication
By Larry Hawkins and Judy Brawner. Total communication (TC), a term coined by Roy Holcomb in 1967, is the title of a philosophy of communication, not a method (Scouten, 1984). Total communication may involve one or several modes of communication (manual, oral, auditory, and written), depending on the particular needs of the child. The original expectation of TC was for teachers to use the communication method(s) most appropriate for a particular child at a particular stage of development. Therefore, there would be situations when spoken communication might be appropriate, other situations where signing might be appropriate, others that would call for written communication, and still others where simultaneous communication might work best (Solit, Taylor & Bednarczyk, 1992).
(Added: Mon Jul 16 2001)
- Education Settings
Residential schools, special day schools, special class at regular school, mainstreaming.
(Added: Sat Jun 23 2001)
- Tip Sheet for Classroom Adaptation
British Columbia Ministry of Education - Special Education - Hard of Hearing and Deaf Students:
A Resource Guide to Support Classroom Teachers
(Added: Tue Jul 03 2001)
- Working With an Interpreter
As a teacher new to the field of deafness, you may never have had the experience of teaching with an interpreter at your side. In the beginning, this new experience may seem a bit strange, but adjustment to the situation will be easier if you bear in mind the following guidelines
(Added: Tue Jul 03 2001)
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