Oral school

[jillio]

Maryland School for the Deaf

" to provide auditory training and speech services for students with cochlear implants as a part of the School’s Cochlear Implant Program"

Those are adjunct services and the same type of service that you are dissatisfied with in your other school. Those services are not part of the curriculum.

 

[faire_jour]

I suggest to speak to the director of the program if you have more questions.

 

[jillio]

They are using spoken language as the language of instruction in the classroom.

They are using spoken language as the language of instruction in the spoken language classes, not in the entire curriculum. Likewise, the spoken language, if you read the description, is supplemented with sign to bridge the gaps in understanding. It is better known as an LA class.

 

[jillio]

I suggest to speak to the director of the program if you have more questions.

I'm not the one that needs clarification. But I think you are correct. I believe I will contact the director to confirm what I am saying.

 

[loml]

faire_jour - I see what you are saying.

Starting this fall, in addition to academic classes where American Sign Language and printed English are the languages of instruction, MSD will also offer academic classes where Spoken English is the language of instruction. In these classes, American Sign Language will be used, when appropriate, to provide “bridging”. Students in these “oral approach” classes will utilize the MSD’s public school curriculum and attend specials (Art, Drama, Computer Literacy, American Sign Language, and Physical Education classes) where American Sign Language is the language of instruction.

http://www.msd.edu/supt/archive/20080813.html

 

[jillio]

faire_jour - I see what you are saying.



Maryland School for the Deaf

That was already confirmed eons ago when I posted the curriculum description. It is offered as part of the curriculum for all students.

 

[jillio]

c. PROGRAMS: The Maryland School for the Deaf, as an educational agency, views as its fundamental responsibility the provision of long range sequential educational services leading to independence and self-sufficiency
of deaf and hard of hearing students by the time of graduation. To fulfill this responsibility, MSD offers three distinct
programs which are governed by separate eligibility criteria:
1.Family Education and Early Childhood Department (FE/EC)
16
Parents or guardians of young deaf or hard of hearing children, age from birth until their fifth birthday, may request
services from FE/EC as soon as the child is diagnosed as deaf or hard of hearing. If parents, guardians or interested
individuals suspect that a child in this age group may have a hearing loss, they may request consultative services.
Services by the MSD FE/EC Department does not constitute admission to the Pre-Kindergarten - 12th Grade Program at MSD. Any child who will be four on or before August 31st may be evaluated for possible admission to the Pre-
Kindergarten - 12th Grade MSD program upon request of the parents/guardians. Participation in FE/EC does not guarantee admission to MSD.
For information, interested families, professionals, and advocates should write to the Director of the Family
Education/Early Education Program, Route #108 and Old Montgomery Road, P.O. Box 894, Columbia, Maryland
21044.
2.MSD Essential Curriculum Program
A public school curriculum is offered to Elementary students (Kindergarten to 5th Grade) at Frederick and
Columbia Campuses; Middle School students (6th to 8th Grade) at Frederick Campus and High School students (9th
to 12th Grade) at the Frederick Campus.
For admissions information, interested families, professionals, and advocates should write to the Principal of
Columbia Campus, Route #108 and Old Montgomery Road, P.O. Box 894, Columbia, Maryland 21044 or the Principal
of Frederick Campus, 101 Clarke Place, P.O. Box 250, Frederick, Maryland 21705-0250.
3.Special Needs Program
MSD also recognizes that there are deaf children/youth, which, because of the presence of additional mild
disabilities, are unable to make academic progress in the Essential Curriculum Program. In recognition of this
challenge, the Maryland School for the Deaf offers a program for deaf students with special needs to Elementary and
Middle School students (Pre-Kindergarten to 8th Grade) at Columbia Campus and High School students (9th to 12th
Grade) at Frederick Campus.
For admissions information, interested families, professionals, and advocates should write to the Principal of
Columbia Campus, Route #108 and Old Montgomery Road, P.O. Box 894, Columbia, Maryland 21044 or the Principal
of Frederick Campus, 101 Clarke Place, P.O. Box 250, Frederick, Maryland 21705-0250.


Maryland School for the Deaf
Bilingual Education Policy Statement
The Maryland School for the Deaf (MSD) recognizes that over 500,000 Deaf and Hard of Hearing North Americans use American Sign language (ASL) and English in their everyday lives. The mission of MSD is to provide
ASL and English language models for early language acquisition and, to provide linguistically-enriched ASL and
English environments for the attainment of fluency in both languages. This mission is accomplished when all MSD students become fluent in both ASL and written English upon graduation.
MSD’s bilingual education program is based on current research as well as beliefs about early language acquisition and first and second language learning.
1. MSD infants like all infants have innate ability to learn languages. MSD infants will acquire a natural language if that language (ASL) is made visually accessible to them during the critical years for language acquisition.
2. MSD infants learn English as a second language, parallel to the acquisition of ASL. Infants’ emerging cognitive abilities and development of ASL have a direct correlation to their ability to learn English.
3. ASL is used as the language of instruction in and out of classroom. This provides MSD students full access to information, knowledge, and incidental learning. MSD administration, faculty and staff will be expected to
achieve fluency in ASL.
4. MSD recognizes the importance of and is committed to providing families the opportunity and support necessary to develop fluency in ASL.
5. MSD students learn English through its written form. Readers’ broad knowledge of the world is necessary to bring “meaning to the printed word.” Students become mature readers and writers when they have extensive
and meaningful interaction with printed English.
6. MSD students of all ages have an opportunity to receive Spoken English sessions, as appropriate for the student.
7. MSD students who have become Deaf after acquiring English will be taught ASL as a second language. Like all Deaf people, these students now need full visual access to information.
8. Some MSD students grow up in families who speak languages other than English. MSD will facilitate those students’ development of ASL and English, capitalizing on their native linguistic strengths.
9. MSD students have the potential to achieve fluency in ASL and English. MSD administrators, faculty, and staff have the responsibility to ensure that all students realize their maximum potential as active participants of ASL
and English communities.

Services for Children with Cochlear Implants, Hearing Aids or Usable Residual Hearing

Maryland School for the Deaf is committed to serving the needs of all children who are deaf or hard of hearing. The
Board of Trustees approved the establishment of a program designed to meet the auditory needs of children who can access auditory information for language learning. This program is designed to expand annually – spiral from
year-to-year, to incorporate children with auditory potential. Both campuses now have a cochlear implant component to their programming
For the programs listed above, spoken English and auditory enhancement is integrated within the classroom curriculum. This is accomplished with a bilingual team of hearing and deaf professionals so that the children are
afforded a solid foundation in both languages.Major concepts and activities are presented in American Sign Language (ASL) and then reinforced in small groups or 1:1 with spoken English using Sign Supported English or speech alone, depending on the student’s skill level.Spoken language sessions are also available, providing 1:1 or small group session with a speech-language specialist. There are audiologists at both campuses, as well as a coordinator for the Cochlear Implant program
available to support these student’s needs.

The above is from the Parent Student Handbook of MSD.

Again, the language of instruction is ASL. Adjunct services are available to any child (HOH, Hearing Aid users, and CI users) that has the ability to access some auditory information. Those adjunct services are reinforced learning sessions, and an SLP can provide additional adjunct services for speech therapy and aural rehab. This reinforces exactly what I have said all along. It is also consistent with what Shel and I have stated regarding Bi-Bi educational programs. No where does MSD identify a spoken language curriculum for CI users, but as do all Bi-Bi schools, they offer adjunct services to supplement classroom instruction in ASL.

 

[rick48]

u would have to wait until next month to grant him the same wish!!!!

Maybe she means I am a real mother....

Just kidding, Just Kidding!

A Happy Mother's Day to all!

 

[loml]

Maybe she means I am a real mother....

Just kidding, Just Kidding!

A Happy Mother's Day to all!

 

[shel90]

Maybe she means I am a real mother....

Just kidding, Just Kidding!

A Happy Mother's Day to all!

 

[faire_jour]

In one post Jillio, you say that spoken language is the language of instruction, but in the next you say it is ASL. That doesn't make sense. Indiana School for the Deaf is starting a CI program, I contend that Maryland already has one, The Learning Center in Mass. has a program that uses spoken language in the classroom. Just because you think that a bi-bi program shouldn't doesn't mean they won't.

There is clearly a need for children with CI's to be exposed to, and learn fluency in BOTH languages. Otherwise, these children will be denied ASL, is that what you want?

 

[deafdyke]

And I also agree that those who support AVT fall into the category of believing that if some is good, more is better.

Ditto.
And the question remains is that is it the methodology that creates the sucess, or the type of people who are attracted to AVT?
It really does seem like a large percentage of the people who opt for AVT for their kids, are the kind who tend to be stereotypically "suburban high achiever" types. Note to rick.....I'm not saying ALL oral families are like that....just saying that it does seem like the suburban high acheiver is overrepresented in this population. In other words, this is a population that would have done well with ANY methodology, due to EXTREMELY high parental involvement. (ie we need to get wittle Smashlie into the RIGHT nursery school so she can go to Name Brand University).........And rick....I know you've attacked me in the past on that.....but I would have to say that the percentage of families that are working class or not easily well off (ie not lawyers or other types of professionals) represented in AG Bell and Auditory Verbal Methodology is probaly very small......and represents the kids who have a nautrual apittute for oral communication. (and even back in the 60's and 70's and even the 80's there were kids with a nautral apititue for oral communication)

 

[DeafDruid]

Ditto.
And the question remains is that is it the methodology that creates the sucess, or the type of people who are attracted to AVT?
It really does seem like a large percentage of the people who opt for AVT for their kids, are the kind who tend to be stereotypically "suburban high achiever" types. Note to rick.....I'm not saying ALL oral families are like that....just saying that it does seem like the suburban high acheiver is overrepresented in this population. In other words, this is a population that would have done well with ANY methodology, due to EXTREMELY high parental involvement. (ie we need to get wittle Smashlie into the RIGHT nursery school so she can go to Name Brand University).........And rick....I know you've attacked me in the past on that.....but I would have to say that the percentage of families that are working class or not easily well off (ie not lawyers or other types of professionals) represented in AG Bell and Auditory Verbal Methodology is probaly very small......and represents the kids who have a nautrual apittute for oral communication. (and even back in the 60's and 70's and even the 80's there were kids with a nautral apititue for oral communication)

What do you have against parental involvement? My working class parents expected high achievement and so I did it.

 

[jillio]

In one post Jillio, you say that spoken language is the language of instruction, but in the next you say it is ASL. That doesn't make sense. Indiana School for the Deaf is starting a CI program, I contend that Maryland already has one, The Learning Center in Mass. has a program that uses spoken language in the classroom. Just because you think that a bi-bi program shouldn't doesn't mean they won't.

There is clearly a need for children with CI's to be exposed to, and learn fluency in BOTH languages. Otherwise, these children will be denied ASL, is that what you want?

Go back and read the posts, FJ. I stated that spoken language was the language of instruction ONLY in specific classes...the LA classes. I have never stated that spoken language was the language of instruction curriculum wide, and the MSD site backs up everything I have stated. Shel and I have both always stated that Bi-Bi included a focus on oracy, and adding a spoken language LA class to the curriculum supports that.

It is not only kids with CI that get exposed, or have a need to be exposed, to both languages. That is what Bi-Bi is all about. And it is also why Bi-Bi education contains a focus component on oracy for all of their students, and not just the students with CI.

Perhaps if you stopped separating in your mind and your persective deaf children with CI and deaf children without CI, and simply saw them all as deaf students you would be better able to comprehend what is posted.

You continually accuse me of saying things I have never said. Yet when challenged to support it by pointing to specific posts and quotes, you never manage to do so. Please be certain of what I have stated prior to making these off the wall accusations.

 

[jillio]

What do you have against parental involvement? My working class parents expected high achievement and so I did it.

No where does DD state that she is opposed to parental involvement. Parental obsession is another story.

 

[faire_jour]

Go back and read the posts, FJ. I stated that spoken language was the language of instruction ONLY in specific classes...the LA classes. I have never stated that spoken language was the language of instruction curriculum wide, and the MSD site backs up everything I have stated. Shel and I have both always stated that Bi-Bi included a focus on oracy, and adding a spoken language LA class to the curriculum supports that.

It is not only kids with CI that get exposed, or have a need to be exposed, to both languages. That is what Bi-Bi is all about. And it is also why Bi-Bi education contains a focus component on oracy for all of their students, and not just the students with CI.

Perhaps if you stopped separating in your mind and your persective deaf children with CI and deaf children without CI, and simply saw them all as deaf students you would be better able to comprehend what is posted.

You continually accuse me of saying things I have never said. Yet when challenged to support it by pointing to specific posts and quotes, you never manage to do so. Please be certain of what I have stated prior to making these off the wall accusations.

I know for a fact that they have what they call a "Cochlear Implant Program". I have spoken to the director. She is an audiologist. She spoke to me at length about the program. She told me that the classes were often in spoken language. A parent whose child child attends the school, told me that her child's classes are in spoken English, up to 90% of the time. She says that the "other classes" (gym, art, etc) and in ASL.

Have you spoken to anyone at the school? Any parents? I have.

 

[jillio]

I know for a fact that they have what they call a "Cochlear Implant Program". I have spoken to the director. She is an audiologist. She spoke to me at length about the program. She told me that the classes were often in spoken language. A parent whose child child attends the school, told me that her child's classes are in spoken English, up to 90% of the time. She says that the "other classes" (gym, art, etc) and in ASL.

Have you spoken to anyone at the school? Any parents? I have.

Have you read the information posted directly from their handbook and their application forms? Obviously not. A "Cochlear Implant Program" is not listed anywhere in any of their information. They do have a program for any child with residual hearing, or enough aided hearing, that includes spoken English LA classes that are sign supported. That is not specifically for CI kids only. Read things all the way through, FJ.

 

[faire_jour]

Have you read the information posted directly from their handbook and their application forms? Obviously not.

I have.

I am not going to believe it over what I was told by the director though.

She told me that they have two programs. The old program, the one that contains the majority of the school, and then the CI program. It is a sort of "self contained program" within the school. They are seperate for core classes, they use spoken language. They combine for lunch, recess, gym, etc. and those are all in ASL.

 

[jillio]

I have.

I am not going to believe it over what I was told by the director though.

She told me that they have two programs. The old program, the one that contains the majority of the school, and then the CI program. It is a sort of "self contained program" within the school. They are seperate for core classes, they use spoken language. They combine for lunch, recess, gym, etc. and those are all in ASL.

Its in writing, FJ. It has to be upheld. Its called a contract.:roll:

How exactly does one teach recess in ASL?

Of course you won't believe anything other than what you want to believe. That doesn't necessarily mean that what you choose to believe is accurate.

 

[faire_jour]

Its in writing, FJ. It has to be upheld. Its called a contract.:roll:

How exactly does one teach recess in ASL?

Of course you won't believe anything other than what you want to believe. That doesn't necessarily mean that what you choose to believe is accurate.

What contract? What are you talking about?

I said that they are combined for recess and that they use ASL, not that it is taught.

Call tomorrow. You will owe me an apology.