DEAF CLASS 2-26-2025 NOTES

Overview of Communication in Deaf Education

• Discussion on total communication for deaf children

• Importance of language in the classroom for communication without barriers

Deaf Children and Language Exposure

• Deaf children with deaf parents:

  • Generally possess a strong grasp of language from birth

  • Can effectively explain themselves and communicate freely

• Deaf children with hearing parents:

  • Often experience limited language exposure

  • May struggle with communication, leading to a lack of understanding and engagement

The Buy- Buy Approach

• Application of methods used with hearing individuals to deaf children

• Differences in community and culture factors influencing the application

• Variations in language modality:

  • Visual language (signing) vs. oral language

• Recognition of different cultural backgrounds within hearing and deaf communities

Evolving Approaches to Deaf Education

• Shift from one-size-fits-all approaches (oralism, total communication, etc.)

• Emphasis on the flexibility of methods available

• Opportunities for deaf children in various educational settings

Federal Law and Early Intervention

• Individuals with Disabilities Education Act (IDEA):

  • Mandates provision of early intervention services

• Challenges in accessing resources depending on community size:

  • Urban areas typically have more options compared to rural areas

• Early intervention programs assist parents in setting goals for development, education, and language acquisition

Educational Options for Deaf Children

Preschool Programs

• Oral Program:

  • Focus on developing hearing and speaking skills

• Signing Program:

  • Combination of sign language and oralism

• ASL Programs:

  • Strong emphasis on American Sign Language (ASL)

  • Resource provision for parents to learn sign language and engage with the deaf community

School Age Options

Fully Mainstreamed

• Placement with hearing peers,

• Enhancements:

  • Use of assistive technology (hearing aids, FM systems)

  • Presence of interpreters, note takers, and specialized educators

• Pros:

  • Regular education exposure, social integration with hearing peers

  • Maintains home environment

• Cons:

  • Communication barriers with teachers and hearing peers

  • Potential feelings of isolation, stigma, and dependency on support

Resource Room

• Interaction with hearing peers, additional support in a separate space

• Pros:

  • Less isolation, specialized instruction

• Cons:

  • May be pulled from regular classes, inconsistency in instructor experience with deaf education

Self-Contained Classroom

• Separate classroom focused on deaf education

• Pros:

  • Certified teachers in deaf education, socialization with other deaf peers

• Cons:

  • Varied age and hearing loss levels among students, limited integration with hearing students

Day Schools

• Tailored for deaf and hard of hearing students, located in urban areas

• Pros:

  • Expert staff, more interaction with deaf peers

• Cons:

  • Long commutes, potential lowered academic standards

Residential Schools

• Live-in school for deaf students, scheduled weekly stays at home

• Pros:

  • Opportunities for social and emotional development, numerous deaf role models

• Cons:

  • Separation from family, potential perception of institutionalization

  • Reduced familial interaction, reliance on school as a second family

Conclusion on School Types

• Comparison of deaf and mainstream education:

  • Residential schools better for language acquisition, cognitive, and social-emotional development

  • Need for flexibility in educational approaches

• Individualization of educational choices based on student needs and motivations

• Advocacy for the development of language, socialization, and identity in appropriate settings