AlleyCat
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One thing I've never understood was the statistics and rates implying that deaf literacy rates are very low. I'm not disputing the statistics - they have to be out there somewhere - let me show you an example here. When I was applying to RIT (not NTID - NTID is an AAS program whereas RIT is a BA program and deaf students attending RIT can utilize NTID services such as interpreters, etc.) my parents and I were told that an 8th grade reading level was all that was required for admission -- for those of you who don't know, deaf students did not have to conform to RIT's admissions standards, but rather NTID's, whether we were attending NTID or RIT. I had to take two tests during orientation that, depending on the results, would place me at either remedial math and English, or college-level math and English. (I did so well on both that I was at college-level, but that's besides the point.)
My point is .. while during all my school years, I had my own IEP plan, IEP teacher, speech therapist, and interpreter. I was in a high school of 2,000 with TWO other deaf people; all 3 of us were in the same grade. We each had our own IEP plan (we did share the same IEP teacher but had different "sessions" with her, it was not a group session), our own individual time with the speech therapist and our own interpreters. Because I was at a more advanced level than the other 2, I took more advanced classes by myself so I had my own interpeter. I went on to graduate #77 in my class out of 500, and the other 2 did quite well for themselves as well. And in my school district, we had several other schools that had the exact same thing going on as mine, and most of the deaf students succeeded just as well as I did.
So .. from what I saw while growing up, my question is, where do the low literacy rates come from? We all were part of the bi-bi (or TC) programs in which we had access to everything. I do see that the MN state school for the deaf did not have as high success rates, but not everyone attended that school. In fact, as far as I'm aware of, there were far more of us NOT attending the deaf school than were...
My point is .. while during all my school years, I had my own IEP plan, IEP teacher, speech therapist, and interpreter. I was in a high school of 2,000 with TWO other deaf people; all 3 of us were in the same grade. We each had our own IEP plan (we did share the same IEP teacher but had different "sessions" with her, it was not a group session), our own individual time with the speech therapist and our own interpreters. Because I was at a more advanced level than the other 2, I took more advanced classes by myself so I had my own interpeter. I went on to graduate #77 in my class out of 500, and the other 2 did quite well for themselves as well. And in my school district, we had several other schools that had the exact same thing going on as mine, and most of the deaf students succeeded just as well as I did.
So .. from what I saw while growing up, my question is, where do the low literacy rates come from? We all were part of the bi-bi (or TC) programs in which we had access to everything. I do see that the MN state school for the deaf did not have as high success rates, but not everyone attended that school. In fact, as far as I'm aware of, there were far more of us NOT attending the deaf school than were...