Deaf Education research......

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faire_jour said:
Because there is a huge difference between a mainstream teacher and a real Teacher of the Deaf. Oral schools provide language immersive environments that are tailored to the needs of oral deaf kids. Mainstream schools are for hearing kids, which oral deaf kids are not. Also, oral deaf schools have staff who know how to troubleshoot devices, they are SLP who specialize in deaf kids as well as often having on-site audiology. The professionals can coordinate their services so that kids aren't having to be constantly pulled out. Also, this way they get the benefit of socialize with other deaf kids.
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What school the Deaf kids who signs can go if there are only oral deaf schools???
 
flip said:
You aren't the only short on time. Have to stay offline from AD for one week or two from now on, but will hopefully be back for christmas.

Watched the video yesterday. Great ASL, and got your point. A few comments:

Guessing 2 students for 1 terp? Do we really know how many terps that needed? My impression is that many kids on CI don't have terps. Perhaps it's as low as 20 percent of kids? They perhaps have assistants, that are cheaper than terps, and only the first years?

We need to look at how much it cost to run a school for 2000 deaf kids. Less than 20 million dollars?

Making big budget like this would give a better picture. You said something about 70 precents dropping out? Sounds very expensive to the state.

Perhaps the schools with mainstreamed kids, don't want to fail profesonially, by saying: we don't know how to handle that kid? People are brainwashed on the leave no child behind policy, and want to keep their pride.

You have a good perspective and foundation of looking at the problem. Lots of questions to consider, but gotta think about that later when more time!
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When it comes to educating our deaf children, there should never be a price tag.
 
Buffalo said:
What school the Deaf kids who signs can go if there are only oral deaf schools???
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I don't think that there will ever be a time when there are no schools for kids ho use ASL. There may be less, and I believe most will also have spoken language emphasized as well, but I think there will always be ASL.
 
deafbajagal said:
It happened to me a couple of times...I was like, WTF?!!!!!! And for the principal to honor their request! WHAT!?! I was mad. But whatever. So they transferred the kid...then of course, a few months later the parents go back saying they wanted me back because obviously the kid started to regress because they were not understanding the new teacher. OH, really? Hmm. I wanted to say, well fuck that. But I didn't. As always, the professional. Uh.
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For the kids...
 
Yes, for the kids. I swallowed my pride, and took them back in...of course, I was happy to see them but I really was angry at the principal for letting them get pulled out on the basis I was deaf. That's discrimination!
 
faire_jour said:
I don't think that there will ever be a time when there are no schools for kids ho use ASL. There may be less, and I believe most will also have spoken language emphasized as well, but I think there will always be ASL.
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there should be no pushing and shoving over a school.
 
faire_jour said:
I don't think that there will ever be a time when there are no schools for kids ho use ASL. There may be less, and I believe most will also have spoken language emphasized as well, but I think there will always be ASL.
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“As long as there are deaf people, there will be signs…” — a famous quotation by George Veditz
 
Yes, there will always be the need for ASL...

The problem is that the system doesn't value it as equal to English hence it being used as a "crutch" for kids who have fallen behind with the oralism approach.
 
As of right now, do we have a formal assessment designed to measure ASL skills? Syntax, etc.? I don't know of any. I mean, how can we truly place the value on ASL just based on holistic evaluation/assessments? We need to really make the Clerc Center or RIT or somebody to develop an assessment so we can start baseline data and then go from there. Each student who is using ASL as the primary source of language access should have an ASL portfolio that follows them from day one of using it. Do we offer formal ASL classes at our schools? Most don't (ironically, public schools offer them to hearing students!)...how can we say ASL is the way, when there's no concrete curriculum for its usage...structured lessons on how to use ASL, etc. Yes, we have the concept of bi-bi philosophy, and it's developing more and more rapidly. But we got some holes to fill.
 
deafbajagal said:
“As long as there are deaf people, there will be signs…” — a famous quotation by George Veditz
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Almost.. I have that quote memorized.

Its a website I do some work for too:

quotebanner.png
 
deafbajagal said:
I'm thinking about it...but honestly, only for the money. Is that awful of me? :(
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I say go for it. I must admit I would love to be a fly on the wall in whichever school you end up being an administrator for, and giving these audists an taste of their medicine. ;)
 
deafbajagal said:
As of right now, do we have a formal assessment designed to measure ASL skills? Syntax, etc.? I don't know of any. I mean, how can we truly place the value on ASL just based on holistic evaluation/assessments? We need to really make the Clerc Center or RIT or somebody to develop an assessment so we can start baseline data and then go from there. Each student who is using ASL as the primary source of language access should have an ASL portfolio that follows them from day one of using it. Do we offer formal ASL classes at our schools? Most don't (ironically, public schools offer them to hearing students!)...how can we say ASL is the way, when there's no concrete curriculum for its usage...structured lessons on how to use ASL, etc. Yes, we have the concept of bi-bi philosophy, and it's developing more and more rapidly. But we got some holes to fill.
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That's something my daughter's school has elevated to a priority. They are attempting to formalize the teaching of ASL in the same way that English is taught (and measured). They've begun with the early childhood program, using directed learning and ASL technique pull-outs for students, much like "speech" is done in public schools to refine the ability to deliver a language. I don't know details about where it's going as it was just announced in September and we're only seeing a handful of changes to date, but I really like the intent.

Every student has 3X week "communication" sessions -- one on one sessions with an instructor in which language is assessed and exercised. The focus depends on the individual child: might be expressive or receptive signing, speaking or listening, comprehension, writing, reading. They are watching very closely for gaps, and moving the children into different groupings based on their abilities rather than strictly by age. I know far more about my daughter's specific program than about the individualized programs across the school, but it's an amazing program that several schools have come to observe and plan to incorporate into their schools.

I'm so thankful to my local public school for providing this placement based on my daughter's IEP, and to this amazing bi-bi school that is truly bilingual, developing both ASL and English, and providing individualized resources for children to learn without restriction and without bias using and developing their language(s) and mode(s) in the process.
 
GrendelQ said:
That's something my daughter's school has elevated to a priority. They are attempting to formalize the teaching of ASL in the same way that English is taught (and measured). They've begun with the early childhood program, using directed learning and ASL technique pull-outs for students, much like "speech" is done in public schools to refine the ability to deliver a language. I don't know details about where it's going as it was just announced in September and we're only seeing a handful of changes to date, but I really like the intent.

Every student has 3X week "communication" sessions -- one on one sessions with an instructor in which language is assessed and exercised. The focus depends on the individual child: might be expressive or receptive signing, speaking or listening, comprehension, writing, reading. They are watching very closely for gaps, and moving the children into different groupings based on their abilities rather than strictly by age. I know far more about my daughter's specific program than about the individualized programs across the school, but it's an amazing program that several schools have come to observe and plan to incorporate into their schools.

I'm so thankful to my local public school for providing this placement based on my daughter's IEP, and to this amazing bi-bi school that is truly bilingual, developing both ASL and English, and providing individualized resources for children to learn without restriction and without bias using and developing their language(s) and mode(s) in the process.
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I'm so glad to hear about this!!! Do keep us updated on how it goes. The school I'm currently teaching in is moving towards this way as well. It's really exciting to see a school take such initiatives.
 
I need some help here. I have read and re-read this stuff. Did anybody see in this research or this thread anywhere where it is stated, or suggested that ASL kids outperform CI kids. And if so would you be so kind as to point it out. Maybe my eyes are glazing over from too much reading. Thanks for any assistance. :ty:
 
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rockdrummer said:
I need some help here. I have read and re-read this stuff. Did anybody see in this research or this thread anywhere where it is stated that ASL kids outperform CI kids. And if so would you be so kind as to point it out. Maybe my eyes are glazing over from too much reading. Thanks for any assistance. :ty:
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If I show you two links with opposite views, which would you believe?
 
Beowulf said:
If I show you two links with opposite views, which would you believe?
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Outstanding question. I would say that it would depend on the source and the content. However my question pertains to this thread and the research sited within it.

But hey, if you have links showing opposing info please share.
 
rockdrummer said:
Outstanding question. I would say that it would depend on the source and the content. However my question pertains to this thread and the research sited within it.

But hey, if you have links showing opposing info please share.
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I understand. I do not have such links, unfortunately. I go by what I have seen and experienced, and I still believe in Santa Claus. :)
 
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