The "Mainstreaming" Experience: "Isolated cases"?

posts from hell said:
One of the values: Having a Deaf administrator, administration, and everyone else involved pretty much Deaf.
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Does that include people you care about or do you make exceptions during a full moon?
 
GrendelQ said:
I know what Jillio was getting at, but with some 86% of deaf kids in mainstream environments and far more deaf and hoh people on an oral track than an ASL track, I don't understand why you would want to let the majority drive where you should be going. I intend to keep bucking the trend because it's whatvworks for my child, and can't see going oral-only just because it's the majority choice.
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I am talking about the majority of newcomers here on AD reporting the same thing that PFH is saying.
 
TheOracle said:
Does that include people you care about or do you make exceptions during a full moon?
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I dont like friends of friends in the Deaf community when it comes to deaf education. I want all of them to have good work ethics and maintain professionalism. NO FAVORISM! It does nobody good.
 
posts from hell said:
One of the values: Having a Deaf administrator, administration, and everyone else involved pretty much Deaf.
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Yes. This is key, not just for the expertise provided, but the perception andd impact of that on others, both external and among th students themselves. The high % f deaf admin and teachers at TLC makes an enormous difference.
 
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deafbajagal said:
faire_jour said:
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oh, and don't accuse me of being "anti-deaf school" my daughter has never attended anything else
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What factors made the MDT determine that the deaf school was the appropriate placement for your child?
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depends on the time.

the first time, her language was 100% ASL, so she needed interaction with peers and teachers in her language.

we then switched her to the oral program because the bi-bi school was unable or unwilling to support her audition and spoken language goals.

they were driven by her iep goals. The deaf schools were the only place where the goals could be met.
 
GrendelQ said:
Yes. This is key, not just for the expertise provided, but the perception andd impact of that on others, both external and among th students themselves. The high % f deaf admin and teachers at TLC makes an enormous difference.
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Other thing that was brought up... We need to figure out how to have a "Cooper Union" for the Deaf..
 
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shel90 said:
deafskeptic said:
Is the language commonly used 100% accessable to the child? Spoken language is never 100% acessable to the deaf child and it often has to be formally taught to the child while the hearing just pick it up naturally.
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that is what I have been trying to explain to them. I was surrounded by spoken English 24/7 growing up but it wasnt natural and will never be as ASL is for me.
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because you do not have access to hearing the language. Deaf kids today DO have access to the entirety of spoken language.
 
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deafbajagal said:
KristinaB said:
If you are speaking of my daughter, her only final diagnosis is speech and language delays. They do say that her speech is related to the hearing problem she has. Nothing is clear. She can hear the full range of sounds, but they are not clear. She used to say "fuzzy" to describe it, but lately she says it's like talking underwater. The only way I can explain it is almost being like the adult "voices" in a Charlie Brown show.
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My sister says her hearing is the same way as the way your daughter describes it.
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have you looked into auditory neuropathy? She could have near normal tone results in the booth but be unable to process spoken language.
 
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shel90 said:
GrendelQ said:
She doesn't have barriers. Or maybe I'm misunderstanding--what barriers do you mean?
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Misunderstandings, constantly asking people to repeat this or that, missing out on what is being said in a group conversatiion, unable to keep up with the conversation, getting "never minds" or "I will tell you laters"?...does that happen to her with ASL (as a fluent user)?
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it doesn't have to happen in english either.
 
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shel90 said:
GrendelQ said:
I know what Jillio was getting at, but with some 86% of deaf kids in mainstream environments and far more deaf and hoh people on an oral track than an ASL track, I don't understand why you would want to let the majority drive where you should be going. I intend to keep bucking the trend because it's whatvworks for my child, and can't see going oral-only just because it's the majority choice.
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I am talking about the majority of newcomers here on AD reporting the same thing that PFH is saying.
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but the majority never learn ASL and never become a part of the deaf community. They remain oral.
 
Baja: Chipmunk - you are going to squirrel school and learn how to be a squirrel!

Chip: But! I'm not a squirrel, I'm a chipmunk!

Baja: Well, there are not many chipmunks here...the majority are squirrels. It's best if you go and try to be a squirrel as much as possible.

Chip: *baffled* today I went there and they used squirrel talk! I don't understand them
And the squirrels made fun of my stripe

Baja: Well, you have to be immerged and listen to them talk and you will pick it up

Chip: Why can't I learn chipmunk talk? I want to play with other chipmunks like me

Baja: Nope, sorry. It's a squirrel world. Come here...we got to cover your white stripe and paint you brown. Then you can be a squirrel, just like them.

Chip: Why?

Baja: Because if you look like a squirrel, they will call you a squirrel.
 
faire_jour said:
Wirelessly posted



have you looked into auditory neuropathy? She could have near normal tone results in the booth but be unable to process spoken language.
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Well, she was also diagnosed with Central Auditory Processing Disorder, but I don't think they were taking into effect that she doesn't hear things right.
 
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