ecp
Member
- Joined
- Dec 13, 2004
- Messages
- 622
- Reaction score
- 17
Well, damn. I should have read the stuff on here before exposing myself and my language background.
But seriously people, I think we can all agree that using whatever combination of approaches is best for the individual deaf and hard of hearing child to allow them to learn is the bet approach. Some kids are great auditory learners despite profound deafness.msome kids with mild or moderate hearin loss are terrible at learning through an auditory approach.
What matters is the kids and whether we are helping them achieve their potential.
What really doesn't matter is all the shit we had to wade through as kids because "professionals" thought it was best for us.
Just because sign was best for me doesn't mean I want ALL children to sign all the time.
If they want to, that is cool.
GrendelQ had a good point about the literacy level of prelingually deaf children. It is true that English reading and writing ability among prelingually deaf students is much lower than hearing students. I personally think that has a lot to do with low expectations of Deaf students. If teachers of the Deaf expect students to be fluent in ASL and written English, maybe there wouldn't be such a big gap in reading and writing.
Kids live up to expectations. Life is harder for deaf kids. We have to work harder at everything. That doesn't mean we should meet the minimum standards and stop.
Fuck that.
I know there are many problems in education of deaf people but how many of us are out there mentoring young deaf students, pushing them to out score their hearing peers?
I became deaf postlingually but learned sign starting when I was 4. I had hearing loss for a decade or more before becoming profoundly deaf. I still think of ASL and SEE/PSE as the foundation of language for me. I am thankful for the years of being exposed to SEE simultaneously with spoken English just as I am thankful that outside the classroom we had ASL or spoken English.
But seriously people, I think we can all agree that using whatever combination of approaches is best for the individual deaf and hard of hearing child to allow them to learn is the bet approach. Some kids are great auditory learners despite profound deafness.msome kids with mild or moderate hearin loss are terrible at learning through an auditory approach.
What matters is the kids and whether we are helping them achieve their potential.
What really doesn't matter is all the shit we had to wade through as kids because "professionals" thought it was best for us.
Just because sign was best for me doesn't mean I want ALL children to sign all the time.
If they want to, that is cool.
GrendelQ had a good point about the literacy level of prelingually deaf children. It is true that English reading and writing ability among prelingually deaf students is much lower than hearing students. I personally think that has a lot to do with low expectations of Deaf students. If teachers of the Deaf expect students to be fluent in ASL and written English, maybe there wouldn't be such a big gap in reading and writing.
Kids live up to expectations. Life is harder for deaf kids. We have to work harder at everything. That doesn't mean we should meet the minimum standards and stop.
Fuck that.
I know there are many problems in education of deaf people but how many of us are out there mentoring young deaf students, pushing them to out score their hearing peers?
I became deaf postlingually but learned sign starting when I was 4. I had hearing loss for a decade or more before becoming profoundly deaf. I still think of ASL and SEE/PSE as the foundation of language for me. I am thankful for the years of being exposed to SEE simultaneously with spoken English just as I am thankful that outside the classroom we had ASL or spoken English.