jillio
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Ok I will, thanks
No problem. Let me know how it goes.
Ok I will, thanks
No problem. Let me know how it goes.
2 of my current students are perfect proof of that. They have beautiful oral language and can communicate easily orally, however when it comes to academics concepts, it takes them a lot longer than the others who have been exposed to ASL or those from deaf families to pick up on the concepts and apply them. I have to modify my lessons for those two or use my aide to work with them one on one for extra help. If that is not proof, then I dont know what is proof.
It is interesting, but does not answer my question. Since this thread is so long, I'm not sure if it has been posted before. I am looking for evidence that goes against my hypothesis as well. I am looking for state achievement in relation to lower test scores for deaf and HOH students.
Maybe I missed your earlier post, but could you repeat your hypothesis and question, Vallee?
I have not stated it. But I am trying to find evidence that shows increase and decrease achievement scores based on d/HOH students.
Until I see Tennessee's scores and breakdown, my hypothesis might be worthless. Basically I am trying to find out the percentage of Deaf/HOH that qualify for portfolio assessment and out of grade level TCAP testing. Also the percentages of d/hoh students that take TCAP with accommodations and without accommodations.
I have not seen any evidence of implants being done before 5 months of
age. So from birth to lets say 6 months on average a child who is Deaf
with no residual hearing has NO language input for SIX months. It simply
is not fair to put that baby on hold for six months. If parents want to
focus on oralisum only well fine that is their choice. But why can't they
do sign language from birth day 1 untill the implant. At least then
both R and L hemispheres will be activated in the brain. That way
the child has experienced language for six months instead of being
deprived for 6 months. What harm could it do. I know some of the
Oralisum only group(not parents but the supposed experts)
don't want you to develop the visual inputs
but that just seems stupid. Some input verses no input is a no
brainer to me. How awful for that lonely baby, viewing his world
with no way to communicate. I think the real problem here is parents
think children don't understand what is going on around them untill
they can verbalize or sign and all of the norms for when this should
begin are below average in my opinion. My son could sign milk at
5 1/2 months. He knew the sign and he knew what it got him, BEFORE
he could say MaMa! Before he could say anything. No crying, no whineing
just, signing milk, (with both fists, which I found amusing). We were
communicating with Language! And if he had been Deaf at birth and 1/2
a month later we got him implanted and then activated, all that time
waiting for activation we could have been signing about owies and
doctors and whatever. THEN we could could have added the input
of sound! To everything he already knew! This just seems so much
more of a reasonable approach.
If there are so many deaf children who, when implanted early, are able to acquire spoken language at the same rates as their hearing peers, how do you account for the consistent discrepancies in both verbal testing and academic achievement rates of deaf children who have been restricted to an oral only environment?
Yes, there is a difference in the way that a deaf child and a hearing child acquire spoken language. That is the whole point. However, there is not a difference inthe way a deaf child acquires language through signs and the way a hearing child acquires language through auditory channels. The cognitive process is the same. The fact that spoken language is not acquired naturally and must be learned through directive action is the best argument there is for including sign in a deaf child's environment.
One can be trilingual in that one is able to understand a language well enough for limited use, but not be fluent in any of the 3 languages. The goal for deaf children is fluency in L1 language, with an L2 language developed to fluency through the skills instilled through natural acquisition of the L1 language. If one is language delayed in the L1 language, then any other language learned will have not just the delays evident in the L1 language, but those delays will be compounded with each additional language. So, while Cloggy's daughter may have limited usage of 2 or more languges, she is still delayed by 2 years. That impacts her ability to use any of the languages to native fluency.