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Deaf education
From Wikipedia, the free encyclopedia
This article is about the education of deaf students and educators of deaf students world-wide.
For studies of fine arts and humanities, high culture, integrated pattern of human knowledge,
belief, and behavior and set of shared attitudes, values, goals, and practices that
characterizes a deaf-related institution, organization or group, see Deaf studies. For
Deaf schools, see Category:Schools for the deaf.
For studies of fine arts and humanities, high culture, integrated pattern of human knowledge,
belief, and behavior and set of shared attitudes, values, goals, and practices that
characterizes a deaf-related institution, organization or group, see Deaf studies. For
Deaf schools, see Category:Schools for the deaf.
Contents
[hide]- 1 Identifying deaf students
- 2 Individual needs
- 3 Methods of provision
- 4 History of deaf education
- 5 Issues
- 6 National approaches
- 7 Teacher training
- 8 Deaf education associations
- 9 See also
- 10 References
- 11 Further reading
- 12 External links
Deaf education is the education of students with various hearing levels in a way that addresses
the students' individual differences and needs. Ideally, this process involves the individually planned
and systematically monitored arrangement of teaching procedures, adapted equipment and materials,
accessible settings, and other interventions designed to help learners of various
hearing levels achieve a higher level of personal self-sufficiency, and success in school
and community than would be available if the students were only given access to a
typical classroom education. With a long time of trying to improve Deaf Education,
many countries focus on training teachers for deaf students, take lots of approaches
to achieve the expected level of this particular education, and they also try to
build associations to protect deaf students. Even though we are still facing many
issues about Deaf Education in this world, but no country stops
contributing themselves on this needed education.
A class for students who are deaf, Kayieye, Kenya.
the students' individual differences and needs. Ideally, this process involves the individually planned
and systematically monitored arrangement of teaching procedures, adapted equipment and materials,
accessible settings, and other interventions designed to help learners of various
hearing levels achieve a higher level of personal self-sufficiency, and success in school
and community than would be available if the students were only given access to a
typical classroom education. With a long time of trying to improve Deaf Education,
many countries focus on training teachers for deaf students, take lots of approaches
to achieve the expected level of this particular education, and they also try to
build associations to protect deaf students. Even though we are still facing many
issues about Deaf Education in this world, but no country stops
contributing themselves on this needed education.
A class for students who are deaf, Kayieye, Kenya.
Identifying deaf students
![[icon]](http://en.wikipedia.org/wiki/File:Wiki_letter_w_cropped.svg){kind=small} | This section requiresexpansion. (January 2013) |
Some children can be easily identified as candidates of deaf education from their audiogram or
medical history.
medical history.
Individual needs
Deaf education programs should be customized to address each student's unique needs.
Deaf educators provide a continuum of services, in which deaf students receive in varying degrees
based on their individual needs.It is essential for deaf education programs to be individualized
to address the unique combination of needs for each student.[1]
Deaf educators provide a continuum of services, in which deaf students receive in varying degrees
based on their individual needs.It is essential for deaf education programs to be individualized
to address the unique combination of needs for each student.[1]
In the United States, Canada, and the UK, educational professionals used the initialism IEP
when referring to a student’s individualized education plan.
when referring to a student’s individualized education plan.
Methods of provision
Schools use different approaches to provide deaf educational services to identified students.
These can be broadly grouped into four categories, according to whether and how much contact
the deaf student has with non-deaf students (using North American terminology):
These can be broadly grouped into four categories, according to whether and how much contact
the deaf student has with non-deaf students (using North American terminology):
- Inclusion: In this approach, students with deaf educational needs spend all, or at
- least more than half, of the school day with students who do not have deaf educational
- needs, because inclusion requires substantial modification of the general curriculum.
- Most schools use it only for selected students with mild to moderate deaf needs,
- or which is accepted as a best practice.[2][3] Specialized services may be provided inside
- or outside the regular classroom, depending on the type of services. Students may
- occasionally leave the regular classroom to attend smaller, more intensive
- instructional sessions in a resource room, or to receive other related services that
- might require specialized equipment or might be disruptive to the rest of the class, such
- as speech and language therapy.[4]
- Mainstreaming refers to the practice of educating deaf students in classes
- with non-deaf students during specific time periods based on their skills.
- Deaf students are segregated in separate classes exclusively for the rest of the school day.[5]
- Segregation in a self-contained classroom or special school: In this model,
- students with special needs spend no time in ordinary classes or
- with non-disabled students. Segregated students may attend the same school
- where regular classes are provided, but spend their time exclusively in a
- separate classroom for students with special needs. If their special class is
- located in an ordinary school, they may be provided opportunities for social
- integration, e.g., eating meals with non-disabled students.[6]
- Alternatively, these students may attend a special school.[5]
- Exclusion: A student who cannot receive instructions in any schools is excluded
- from school. Historically, most deaf students have been excluded from school,[7] and
- such exclusion may still occur in some places as long as there is no legal mandate for
- special education services, such as in developing countries. It may also occur when a
- student is in hospital,[5] housebound,[5] or detained by the criminal
- justice system.[citation needed]
- These students may receive one-on-one instruction or group instruction.
- Students who have been suspended or expelled are not considered
- excluded in this sense.
Instructional strategies
There are some specialized instruction strategies used to teach deaf children.
Bilingual-bicultural education
Main article: Bilingual-bicultural education
In this educational method, deafness is not seen as a medical issue; it is instead seen as a cultural issue.[8] In the bilingual-bicultural program, it is advocated that children who are deaf are taught ASL as a first language, then are taught written and/or spoken English as a second language.[8][9] Bilingual-bicultural programs emphasize that English and ASL are equal languages, and they work to help children develop age-appropriate levels of fluency in both languages.[9] The bilingual-bicultural approach holds the belief that deaf children are visual learners as opposed to auditory learners.[8] Therefore,
classes should be conducted in a complete visual language.
Since American Sign Language and spoken English cannot be used
simultaneously for the fear of harming the accuracy and fluency of both,
American Sign Language alone with no oral language, or voice-off ASL,
is usually used. Many bilingual-bicultural schools have dormitories, and students
can either commute to school everyday or stay in a dormitory as part of the residential
program and visit their families on weekends and/or holidays and school vacations.
classes should be conducted in a complete visual language.
Since American Sign Language and spoken English cannot be used
simultaneously for the fear of harming the accuracy and fluency of both,
American Sign Language alone with no oral language, or voice-off ASL,
is usually used. Many bilingual-bicultural schools have dormitories, and students
can either commute to school everyday or stay in a dormitory as part of the residential
program and visit their families on weekends and/or holidays and school vacations.
Auditory-oral and auditory-verbal education
Main articles: Auditory-verbal therapy and Oralism
Mainstreaming and inclusion
Main articles: Mainstreaming (education) and Inclusion (education)
This educational method is what occurs when a deaf child attends public school in
regular classes for at least part of the school day.[14] Students may receive accommodations
such as itinerant teachers, interpreters, assistive technology, notetakers, andaides.[15][16]
Inclusion can have benefits including daily interaction with hearing students and the
opportunity to live at home, but it can also have drawbacks such as isolation and
limited availability of support.[15]
regular classes for at least part of the school day.[14] Students may receive accommodations
such as itinerant teachers, interpreters, assistive technology, notetakers, andaides.[15][16]
Inclusion can have benefits including daily interaction with hearing students and the
limited availability of support.[15]
History of deaf education
John Bulwer, an English physician, [17] wrote five works exploring the Body and
human communication, particularly by gestures. He was the first person in England to
propose educating deaf people, [18] the plans for an Academy he outlines in
Philocophusand The Dumbe mans academie.
human communication, particularly by gestures. He was the first person in England to
propose educating deaf people, [18] the plans for an Academy he outlines in
Philocophusand The Dumbe mans academie.
France
Charles-Michel de l'Épée pioneered deaf education in France. He was involved in charitable
work for the poor, and, on one foray into the slums of Paris,
he had a chance to encounter with two young deaf sisters who communicated using a
sign language. Épée decided to dedicate himself to the education and salvation of the deaf.
In 1760, he founded a school. In line with emerging philosophical thought of that time,
Épée came to believe that deaf people were capable of language and concluded that
they should be able to receive the sacraments and thus avoid going to hell. He began
to develop a system of instruction of the French language and religion. In the early 1760s,
his shelter became the world's first free school for the deaf, open to the public.[citation needed]
work for the poor, and, on one foray into the slums of Paris,
he had a chance to encounter with two young deaf sisters who communicated using a
sign language. Épée decided to dedicate himself to the education and salvation of the deaf.
In 1760, he founded a school. In line with emerging philosophical thought of that time,
Épée came to believe that deaf people were capable of language and concluded that
they should be able to receive the sacraments and thus avoid going to hell. He began
to develop a system of instruction of the French language and religion. In the early 1760s,
his shelter became the world's first free school for the deaf, open to the public.[citation needed]
England
At the same time the first school set up for the purpose of teaching the deaf to speak
and read in England was Thomas Braidwood's Academy for the Deaf and Dumb in
Edinburgh established in 1760s. The school moved to London in 1783 and was called
Asylum for the Support and Education of the Deaf and Dumb Children of the Poor.
Braidwood used an early form of sign language, the combined system, which was the forerunner of
British Sign Language, recognized as a language in its own right in 2003.
Braidwood's combined system that he pioneered is known among British Deaf historians as
the Braidwoodian Method.[citation needed]
and read in England was Thomas Braidwood's Academy for the Deaf and Dumb in
Edinburgh established in 1760s. The school moved to London in 1783 and was called
Asylum for the Support and Education of the Deaf and Dumb Children of the Poor.
Braidwood used an early form of sign language, the combined system, which was the forerunner of
British Sign Language, recognized as a language in its own right in 2003.
Braidwood's combined system that he pioneered is known among British Deaf historians as
the Braidwoodian Method.[citation needed]
Under the management of Braidwood's nephew, the school ran very successful and was soon
expanding its premises. The example of this school stimulated the establishment of many others:
an Institution for the Instruction of the Deaf and Dumb opened in Edgbaston in 1814
followed by ones all across the country - Liverpool,
Edinburgh, Exeter, Manchester and Doncaster.[citation needed]
expanding its premises. The example of this school stimulated the establishment of many others:
an Institution for the Instruction of the Deaf and Dumb opened in Edgbaston in 1814
followed by ones all across the country - Liverpool,
Edinburgh, Exeter, Manchester and Doncaster.[citation needed]
United States
Main article: History of deaf education in the United States
Deaf education in the United States began in the early 1800s, when the Cobbs School, an oral
school, was established by William Bolling and John Braidwood, and the
Connecticut Asylum for the Deaf and Dumb, a manual school, was established by
Thomas Hopkins Gallaudet and Laurent Clerc. When the Cobbs School closed in 1816,
the manual method, which used American Sign Language, became commonplace in
deaf schools for most of the remainder of the century. In the late 1800s, schools
began to use the oral method, which only allowed the use of speech, as opposed to
the manual method previously in place. Students caught using sign language in
oral programs were often punished. The oral method was used for many years
until sign language instruction gradually began to come back into deaf education.
school, was established by William Bolling and John Braidwood, and the
Connecticut Asylum for the Deaf and Dumb, a manual school, was established by
Thomas Hopkins Gallaudet and Laurent Clerc. When the Cobbs School closed in 1816,
the manual method, which used American Sign Language, became commonplace in
deaf schools for most of the remainder of the century. In the late 1800s, schools
began to use the oral method, which only allowed the use of speech, as opposed to
the manual method previously in place. Students caught using sign language in
oral programs were often punished. The oral method was used for many years
until sign language instruction gradually began to come back into deaf education.
Issues
| This section requiresexpansion. (January 2013) |
People often advocate for one of two broad categories in deaf education: manualism or oralism.
Manualism is the education of deaf students using sign language and oralism is the education of
deaf students using oral language. Since the beginning of the 18th century, these two philosophies
have been on opposing sides of a heated debate that continues to this day, although many modern
deaf educational facilities attempt to integrate both approaches. The National Association of the
Deaf advocates for a bilingual approach to best support deaf students in their education.[19]
Manualism is the education of deaf students using sign language and oralism is the education of
deaf students using oral language. Since the beginning of the 18th century, these two philosophies
have been on opposing sides of a heated debate that continues to this day, although many modern
deaf educational facilities attempt to integrate both approaches. The National Association of the
Deaf advocates for a bilingual approach to best support deaf students in their education.[19]
National approaches
| This section requiresexpansion with: more worldwide coverage.(January 2013) |
North America
In North America, deaf education is commonly denoted as DeafEd in a professional context.[citation needed]
United States
Main article: Deaf education in the United States
All deaf students receive an Individualized Education Program (IEP) that outlines how the
school will meet the student's individual needs. The Individuals with Disabilities Education Act
(IDEA) requires that students with special needs are provided with a Free Appropriate Public Education
in the Least Restrictive Environment that is appropriate to the student's needs. Government-run
schools provide deaf education in varying degrees from the least restrictive settings, such as
full inclusion, to the most restrictive settings, such as segregation in a deaf school.[5] The education
offered by the school must be appropriate to the student's individual needs. Schools are
not required to maximize the student's potential or to provide the best possible services.
Like most of the developed countries, American schools are also required to provide
many medical services, such as speech therapy, if the student needs these services.
school will meet the student's individual needs. The Individuals with Disabilities Education Act
(IDEA) requires that students with special needs are provided with a Free Appropriate Public Education
in the Least Restrictive Environment that is appropriate to the student's needs. Government-run
schools provide deaf education in varying degrees from the least restrictive settings, such as
full inclusion, to the most restrictive settings, such as segregation in a deaf school.[5] The education
offered by the school must be appropriate to the student's individual needs. Schools are
not required to maximize the student's potential or to provide the best possible services.
Like most of the developed countries, American schools are also required to provide
many medical services, such as speech therapy, if the student needs these services.
Canada
| This section requiresexpansion. (January 2013) |
Europe
| This section requiresexpansion. (January 2013) |
Asia
Nepal
Main article: Deaf education in Nepal
Under law currently being enacted, deaf children in Nepal have the right to have free, qualified
education in line with the provisions of the UN Convention on the Rights of Persons with Disabilities
(UNCRPD). As yet, however, education in a school for the deaf is limited to some 13
dedicated schools for the deaf plus a slightly greater number of deaf resource classes located in
regular schools. Theoretically, all these schools and classes are bilingual, with Nepali Sign Language
and written Nepali being the medium of instruction. In practice, limited number of Deaf teachers and
the minimal training hearing teachers are given in Nepali Sign Language, much of the instruction in
these schools is via a pidginized form of Nepali Sign Language commonly referred to
as Sign-Supported Nepali, and the teaching methodology tends towards some version
of the Simultaneous Communication variety of Total Communication.
education in line with the provisions of the UN Convention on the Rights of Persons with Disabilities
(UNCRPD). As yet, however, education in a school for the deaf is limited to some 13
dedicated schools for the deaf plus a slightly greater number of deaf resource classes located in
regular schools. Theoretically, all these schools and classes are bilingual, with Nepali Sign Language
and written Nepali being the medium of instruction. In practice, limited number of Deaf teachers and
the minimal training hearing teachers are given in Nepali Sign Language, much of the instruction in
these schools is via a pidginized form of Nepali Sign Language commonly referred to
as Sign-Supported Nepali, and the teaching methodology tends towards some version
of the Simultaneous Communication variety of Total Communication.
Teacher training
Deaf education majors and degree programs offer training and certification in the education
of students with various hearing capabilities in a way that addresses the students' individual
differences and needs. Deaf education also includes the study of
special education, Deaf studies, education. sign language and Deaf culture
(not all programs include the study of the latter two).
of students with various hearing capabilities in a way that addresses the students' individual
differences and needs. Deaf education also includes the study of
special education, Deaf studies, education. sign language and Deaf culture
(not all programs include the study of the latter two).
University-based deaf education centers
- This list is incomplete; you can help by expanding it.
United States
For schools for the deaf in the United States,
see Category:Schools for the deaf in the United States.
see Category:Schools for the deaf in the United States.
- Doctorate offered:
- Gallaudet University,[20] Washington, D.C.
- Masters offered:
- National Center on Deafness, California State University, Northridge,[21]
- Northridge, California
United Kingdom
- University of Central Lancashire,[22] Lancashire, England
- University of Bristol,[23] Bristol
- University of Edinburgh[24] Edinburgh
New Zealand
- University of Wellington, Victoria , Victoria
The Netherlands
- Visual Language, Signs and Gestures, Max Planck Institute for Psycholinguistics, Nijmegen
Deaf education associations
- United States
- United Kingdom
See also
- Deaf studies
- Special Education
- Deaf culture
- Special Education
- History of sign language
- Category:Schools for the deaf
- Category:Deaf universities and colleges
- Second International Congress on Education of the Deaf
References
- ^ Goodman, Libby (1990). Time and learning in the special education classroom. Albany, N.Y.: State University of New York Press. p. 122. ISBN 0-7914-0371-8. OCLC 20635959.
- ^ Smith P (October 2007). "Have we made any progress, including students with intellectual disabilities in regular education classrooms?". Intellect Dev Disabil 45 (5): 297–309. doi:10.1352/0047-6765(2007)45[297:HWMAPI]2.0.CO;2. PMID 17887907.
- ^ James Q. Affleck; Sally Madge, Abby Adams, Sheila Lowenbraun (1988-01). "Integrated classroom versus resource model: academic viability and effectiveness". Exceptional Children: 2. Retrieved 2010-05-29.
- ^ Bowe, Frank (2004). Making Inclusion Work. Upper Saddle River, N.J: Prentice Hall. ISBN 0-13-017603-6. OCLC 54374653.
- ^ a b c d e Karen Zittleman; Sadker, David Miller (2006). Teachers, Schools and Society: A Brief Introduction to Education with Bind-in Online Learning Center Card with free Student Reader CD-ROM. McGraw-Hill Humanities/Social Sciences/Languages. pp. 48, 49, 108, G–12. ISBN 0-07-323007-3.
- ^ Warnock Report (1978). "Report of the Committee of Enquiry into the Education of Handicapped Children and Young People", London.
- ^ Wolffe, Jerry. (20 December 2010) What the law requires for disabled students The Oakland Press.
- ^ a b c Baker, Sharon; Baker, Keith (August 1997). "Educating Children Who Are Deaf or Hard of Hearing: Bilingual-Bicultural Education. ERIC Digest #E553". Education Resources Information Center. ERIC Clearinghouse on Handicapped and Gifted Children. Retrieved 23 January 2011.
- ^ a b Marschark, Marc; Lang, Harry G; Albertini, John A. (2002). Educating Deaf Students. New York: Oxford University Press. p. 145.
- ^ Cole, Elizabeth B.; Flexer, Carol (2011). Children with Hearing Loss: Developing Listening and Talking (Second ed.). San Diego, CA: Plural Publishing. p. 348. ISBN 978-1-59756-379-6. "The two main Listening and Spoken Language approaches, historically, have been the Auditory-Verbal Approach (AV) and the Auditory-Oral Approach (A-O)."
- ^ a b c Stone, Patrick (August 1997). "Educating Children Who Are Deaf or Hard of Hearing: Auditory-Oral. ERIC Digest #E551". Education Resources Information Center. ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved 4 February 2012.
- ^ a b c Goldberg, Donald (August 1997). "Educating Children Who Are Deaf or Hard of Hearing: Auditory-Verbal. ERIC Digest #E552". Education Resources Information Center. ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved 4 February 2012.
- ^ There's a new kid in school (mov). Oral Deaf Education. Retrieved 4 February 2012.
- ^ Marschark, Marc; Lang, Harry G; Albertini, John A. (2002). Educating Deaf Students. New York: Oxford University Press. p. 143.
- ^ a b Nowell, Richard; Innes, Joseph (August 1997). "Educating Children Who Are Deaf or Hard of Hearing: Inclusion. ERIC Digest #E557".Education Resources Information Center. ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved 25 January 2011.
- ^ "School Placement Considerations for Students Who are Deaf and Hard of Hearing". Hands and Voices. 2005. Retrieved 23 January 2011.
- ^ Wollock, J (1996). John Bulwer and his Italian sources. In Mirko Tavoni (Ed.), Italia ed Europa nella linguisticadel Rinascimento, Atti del convegno internazionale, 20–24 March 1991, Ferrara, p.419
- ^ Dekesel, K. (1992) John Bulwer: The founding father of BSL research, Signpost, Winter 1992 & Spring 1993 P11-14 & p36- 46
- ^ National Association of the Deaf, http://www.nad.org/issues/education/k-12/dual-language-development-and-use-educational-environment-position-statement
- ^ [1]
- ^ "California State University website". Csun.edu. Retrieved May 2013.
- ^ "UCLAN - Deaf Studies". Uclan.ac2.com. Retrieved May 2013.
- ^ "Bristol University | Centre for Deaf Studies | Welcome to the Centre for Deaf Studies". Bris.ac.uk. Retrieved May 2013.
- ^ [2][dead link]
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