What is the quality of Gallaudet nowadays?

Byrdie714 said:
I agree. The other thing I think that we all can agree on is that the education of both deaf and hearing---SUCKS in this country! :lol:

If one is wondering about the private schools. They're not in that great shape either!
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Slightly above the public school systems. One of the main advantages is they are usually better funded through private donations and tuition. Plus, the student/teacher ratio is smaller, so more indiviualized instruction.

But our whole educational system could use a revamping!
 
Yiffzer said:
hmm, my experience is with deaf students who go directly to deaf schools since childhood, not those who were mainstreamed and then enrolled into a deaf school. a few years ago, i saw that many deaf schools' curriculum were subpar compared to my high school's curriculum. i do not know if it has improved today. also, i found a fundamental flaw when i went to the maryland school for the deaf a few years ago: a teacher was teaching english via ASL. i thought that was obscure, lol. then again, i wouldn't know what other methods they'd employ - maybe SEE ;o

when i was speaking of parents, i wasn't referring to hearing parents refusing to learn sign language. i was referring to deaf parents that fail to reinforce the english language throughout the house, thus lacking constant stimulation of english.
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Actually, teaching Enlish through ASL is not obsolete, but is being revitalized inthe BI-BI programs. It makes perfect sense. English as a second language. The techniques are employed all the time for immigrants, and are really very effective.
 
From Gallaudet website: Admission Details

Applicants - 478 (230 male / 248 female)
Admitted - 361 (163 male / 198 female)
Admission rate - 76%
First-time Enrollment - 279 (128 male / 151 female)
FT Enrollment - 279 (128 male / 151 female)

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From Complete Book of Graduate Programs in the Arts and Sciences from 2005:

Average GPA - 3.3
Average GRE Verbal - 401
Average GRE Quantitative - 501

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From US Department of Education: EDA: Gallaudet University - FY 2006

Undergraduate graduation rate = 41 or 42% from 1998 to 2005

The percentage of graduates who are employed or in advanced education or training during the first year after graduation
2001 = 90%
2002 = 89%
2003 = 79%
2004 = 73%
2005 = 69%

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From Washington Post.Com: A Year Later, Gallaudet Faces Challenging Future from October 30, 2007

Gallaudet's enrollment has been falling for years. In the mid-1990s, there were as many as 1,600 undergraduates; by last year, the number was 1,200; and this year, 1,080. Total enrollment, including graduate students, now numbers 1,633 students, a drop of 200 from last year that many blamed on the protests and probation.

That puts pressure on the budget because there is less tuition money coming in and federal funding could be cut if enrollment drops too low. The school is private but gets about two-thirds of its budget from Congress.

Recently, Davila warned the campus community that spending would be severely restricted. Payroll expenses were capped, and the school began reducing the number of employees by 3 percent, about 30 people by the end of the year. Academic spending, Davila said, would have the highest priority.

But Davila said the school was praised by the accrediting team during a recent visit for toughening admissions standards even though the change had caused an initial enrollment drop.

Last year, faculty members complained that academic rigor had been sacrificed in the drive to enroll and retain more students. This year, the school turned away twice as many applicants as last year, Weiner said, and sharply cut the number of entering students who needed remedial work in English. (Most students still need remedial math, however, which some professors attribute to the emphasis on teaching deaf students language skills in elementary and secondary school.)

"I am pleased that the admissions and academic standards are rising," said James Tucker, superintendent of the Maryland School for the Deaf.
 
Yeah, and it's heartening to see an improvement at Gally. I thought the protest was about if JKF was deaf enough but when I asked around, it turns out that the Gally protest appears to me more about JKF's management practices than about whether she's deaf enough.
 
jillio said:
Slightly above the public school systems. One of the main advantages is they are usually better funded through private donations and tuition. Plus, the student/teacher ratio is smaller, so more indiviualized instruction.

But our whole educational system could use a revamping!
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Not necessairly. The politics of private schools is something less desired especially if a parent is paying the school to inflate their child's grades.

Don't think it happen? It has. And it's disgusting.
 
Byrdie714 said:
Not necessairly. The politics of private schools is something less desired especially if a parent is paying the school to inflate their child's grades.

Don't think it happen? It has. And it's disgusting.
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Got anything to back that up? And,the public schools inflate grades just to pass students through.
 
jillio said:
Hey, cloggy! How about you sharing some information with us regarding the state of education for the deaf in Norway? You know, policies, procedures, standards, levels of education attained, literacy rates, etc. We can get a little multi-cultural educational exchange going on.
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Oh yeah Jillio... great idea!!! Perhaps people might even want to study in Norway!!
 
Cloggy said:
Oh yeah Jillio... great idea!!! Perhaps people might even want to study in Norway!!
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If you are an indication of the quality of critical thinkers they are turning out, I doubt that seriously.

However, I guess you aren't willing to subject your educational system to the same scutiny that you seem to be so willing to place this educational system under. I could have predicted that, but thank you for proving it.
 
jillio said:
Got anything to back that up? And,the public schools inflate grades just to pass students through.
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I would love to share with you about this one particular private school yet due to confidentiality, I can't.

But let's just say that a student was failing, mom & dad donated money to the school, the student wasn't failing anymore.
 
Byrdie714 said:
I would love to share with you about this one particular private school yet due to confidentiality, I can't.

But let's just say that a student was failing, mom & dad donated money to the school, the student wasn't failing anymore.
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While it is entirely possible that you know of one instance of soemthing like this happening, I seriously doubt that it is happening on a widespread basis at all private schools.
 
jillio said:
If you are an indication of the quality of critical thinkers they are turning out, I doubt that seriously.

However, I guess you aren't willing to subject your educational system to the same scutiny that you seem to be so willing to place this educational system under. I could have predicted that, but thank you for proving it.
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Wrong assumption.
You shouldn't guess, then predict and then assume it's proved..
 
Not many answers but interesting information about deaf education in Norway.

From the European Educational Research Association, Crete, 2004 - Education of the deaf in Australia and Norway: A comparative study of the Interpretations and applications of inclusion

Norway
Norway’s current ideology of inclusive education can be traced back to the 1960s and best understood in the context of broader historical and social changes to its welfare state (Flem & Keller, 2000; Vislie, 1995). The reorganisation of special education began late in the 1960s and equality, integration, normalisation, participation and decentralisation were important principles of this reorganisation. New laws established the ideology of
“integration” and what was called “adjusted” education. In 1975 the Integration Act incorporated the Act of 1951 relating to provision of special schools and specific regulations for the administration of special education were eliminated (Flem & Keller, 2000). In 1992, the former state schools for special education were developed into a system of 20 regional Resource Centres. These centres arrange courses for parents and teachers and provide guidance and counselling, as well as being involved in the assessment of students with special needs. The main objective of the Centres is to support local services in municipalities and schools.

Since 1975, the 435 municipalities have been responsible for the education of all students, who have the right to be educated in their local schools (Dalen, 1994). The Act of Education of 1998, §1-2 emphasises “adjusted” education as a legal right for all students (Act of Education, KUF, 1998). In the national curricula for compulsory education this is explained in the following way: “The compulsory school is based on the principle of one school for all. The compulsory school shall provide equitable and suitably adjusted education for everyone in a coordinated system of schooling based on the same curriculum.”
(KUF, 1996, p. 56). Adjusted education is presented as, “All pupils, including those with special difficulties or special abilities in certain areas, must be given challenges corresponding to their abilities. If all pupils are to receive schooling of equal value, individual adaptation is essential” (KUF, 1996, p. 58). The 1998 Act of Education introduced 10 years compulsory education. Primary and secondary schools cover 10 years (from six-15 years of age) and students who have completed compulsory education have the
right to three years’ full-time upper secondary education. Postsecondary (vocational and higher education) includes four universities and a range of colleges.

-Between 1992 and 1997 several national initiatives were taken that had a significant impact on education of deaf students within a “school for all” concept. Students who had acquired NSL as their first language, were given the right to education through the medium of the sign language (§2-6 Act of Education, KUF, 1998). Further, the National Curriculum for the 10-year compulsory education (KUF, 1996), introduced four new syllabi for students educated according to §2-6: Norwegian Sign Language, Norwegian for deaf pupils, English for deaf pupils, and Drama and Rhythmics for deaf pupils. The important difference between the three latter syllabi and the regular syllabi in Norwegian, English and Music being that the oral aspects, involving sound and speech, are replaced with suitably adapted signed forms (KUF, 1998, p. 11).

With the introduction of these policies, other initiatives were taken to enhance the status and the competence of NSL use in schools and in families with deaf children. To meet regular teachers’ needs for competence a program in NSL was developed at some universities and university colleges. Teachers who are educating deaf students according to §2-6, must have competence in NSL at the level equivalent to one half year of full time study. A similar program in sign language was established for hearing parents with deaf children. The parents are entitled to 40 weeks training in NSL through the first 16 years of the child’s life.

While the legislation gives all students in Norway the right to attend a school in their neighbourhood (Skarbrevik, 2001), it also gives deaf students right to education through the medium of NSL. The student’s level of hearing impairment, whether moderate, severe, or profound hearing loss does not have any impact on the legal right to education under §2-6 in the Act of Education. However, deaf students do not have a legal right to education within a school for the deaf. When the former state schools for special education in 1992 were developed into regional resource centres they were given three primary roles: (i) offering long term and short term education for groups of deaf children, based on a bilingual approach, (ii) offering on-campus and off-campus consultative services for local educational institutions with deaf- and hard-of-hearing students, and (iii) offering programs in NSL for
hearing parents with deaf children.
 
shel90 said:
I hope they do cuz I believe in equal education..if the hearing colleges expect high standards from their students then Gallaudet should too. I would hate that education standards were lowered just for deaf/hoh people. It wont help them at all!
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I think folks have mentioned in other threads that they feel there should be a different set of standards for measuring deaf students. I am curious if you agree with a different set of standards.................thanks
 
jillio said:
While it is entirely possible that you know of one instance of soemthing like this happening, I seriously doubt that it is happening on a widespread basis at all private schools.
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If it happend at one school, no doubt that it can happen at other private schools.

Just like the discussion of public school inflating students grades.
 
Originally Posted by shel90
That doesnt make sense cuz I was mainstreamed all my life and I didnt face any discrimination in the application and testing procedures at Gallaudet. In fact, when I went to a hearing college, I was automatically placed in remedial English and math classes even though I had passed the placement tests. I had to fight with them to put me in Eng 101 and Mat 101 classes during my first semester. I was puzzled to why I got placed in the remedial classes while my hearing friend who got lower scores than I did got placed in the college level classes. Now, that would be discrimination.
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Byrdie714 said:
Interesting because it was the opposite for me.
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That's exactly why while I do listen to the experiences of others, I dont base a conclusion on them.
 
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