DEAF CLASS _ 2-24-2025

Introduction to Deaf Education

  • Focus on depth education and various educational options for deaf individuals

The Oralism Movement

  • Established in the 1880s during the Milan Conference

    • Key discussion on the methods of educating deaf children: sign language vs. oralism

    • Consensus reached to adopt the oralism method, sidelining sign language in education

  • Significant impact on both European and American schools

    • Shift in focus: children educated primarily via oralism, emphasizing speaking and lip-reading skills

  • Decline of deaf educators

    • Increase of hearing educators in deaf schools as they adopted the oralism method

    • Deaf teachers had difficulty teaching using oralism; many lost their positions

Focus on Oralism

  • Objective: hone hearing abilities and learn to speak

  • Various approaches employed in teaching

    • Rhythm classes: Utilizing sounds or beats to help students recognize speech patterns

      • Inclusion of instruments like pianos for students to feel vibrations of words

    • Physical feedback techniques: Teachers guiding students to place hands on their face to feel sound production during speech

      • Example: Annie Sullivan's methods in teaching Helen Keller

        • Tactile methods allowed Keller, who was deaf and blind, to understand speech through physical sensations

        • Emphasis on persistent practice and overcoming struggles in communication

Vocabulary and Historical Terminology

  • The term "deaf and dumb" was prevalent but considered offensive now

    • "Dumb" referred to the inability to speak, leading to negative connotations

  • Consequences of focusing on oralism

    • Students labeled as oral failures if they did not succeed in oral communication

    • Delay in language development and cognitive/social skills

    • Increased sense of isolation among deaf students

      • Lack of connection with peers and families due to the emphasis on oral communication

Reflection of Deaf Adults on Education

  • Deaf adults express frustration about their educational experiences under oralism

    • Lack of family relationships and communication hindered by the oralism focus

    • Desire for families to learn sign language to facilitate deeper connections

Total Communication Approach (1963)

  • Established during the International Congress in Deaf Education at Gallaudet University

    • Response to dissatisfaction with oralism methods

  • Acknowledgment of the necessity for improved educational approaches for deaf students

    • Advocacy led by the National Association of the Deaf (NAD) to promote sign language integration

      • Data showed that focusing solely on oralism led to inadequate support for deaf students

Total Communication Breakdown

  • The approach incorporates various methods for communication

    • Options: American Sign Language (ASL), oralism, and sign systems based on individual student needs

  • Aim: Enhance communication and education options rather than limiting to oralism

    • Students can choose methods suitable for their language development, with options fostering literacy skills

Research Insights on Deaf Education

  • Studies from the 1980s and 1990s indicate better academic performance among deaf children of deaf parents

    • Strong language foundation from deaf parents enhances learning capabilities

  • Importance of language acquisition: providing a solid foundation is critical for effective learning

    • Analogy of language foundation to constructing a house: a strong base is essential for stability

Conclusion

  • Final remarks and invitation for questions about the session's content.

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