Revisiting Curricula for Deaf Students

2018 ◽  
Author(s):  
Stein Erik Ohna
Keyword(s):  
Sign Language ◽  
Educational System ◽  
School System ◽  
First Language ◽  
National Curriculum ◽  
Educational Context ◽  
Deaf Students ◽  
National Policies ◽  
Classroom Processes ◽  
The Right

The Norwegian National Curriculum in 1997 introduced four subject curricula for deaf students as part of new legislation giving deaf students who have acquired sign language as their first language the right to instruction in the use of sign language and through the medium of sign language. A few years later, new hearing technologies contributed to substantial changes in the educational context. This situation has challenged the school system, schools, and teachers. The chapter is organized in three sections. First, the educational system and the process leading to the introduction of new legislation is presented. The second section deals with information about the use of curricula for deaf students. The last section discusses issues of students’ achievements, classroom processes, and national policies.

scholarly journals Process and Product: Creating Stories With Deaf Students

2007 ◽  
Vol 25 (1) ◽  
pp. 1 ◽  
Author(s):  
Charlotte Enns ◽  
Ricki Hall ◽  
Becky Isaac ◽  
Patricia MacDonald
Keyword(s):  
Language Arts ◽  
American Sign Language ◽  
Sign Language ◽  
Visual Processing ◽  
First Language ◽  
Learning Needs ◽  
American Sign ◽  
Deaf Students ◽  
Arts Curriculum ◽  
Metalinguistic Skills

This article describes the implementation of one element of an adapted language arts curriculum for Deaf students in a bilingual (American Sign Language and English) educational setting. It examines the implementation of writing workshops in three elementary classrooms in a school for Deaf students. The typical steps of preparing/planning, drafting, revising, editing, and publishing were carried out by all students in both languages to create stories and produce final products in both videotaped American Sign Language and written English. The effective practice of writing workshop was adapted to meet the learning needs of Deaf students by including visual processing, meaning-based teaching strategies, and bilingual methods. By having opportunities to create and revise stories in their first language (ASL), students experienced an increased sense of ownership of their work and developed some of the metalinguistic skills that are essential to becoming effective writers.

Laïcité du système scolaire français en Tunisie: autonomie cultuelle ou abstention religieuse?

2011 ◽  
Vol 58 (2) ◽  
pp. 247-259
Author(s):  
Émilie Pontanier
Keyword(s):  
Educational System ◽  
School System ◽  
The Other ◽  
The Political ◽  
Public And Private ◽  
Discursive Analysis ◽  
Legal Implications ◽  
The Face ◽  
The One ◽  
The Right

The author discusses the political and legal implications of French secularism in an Islamic context. To this purpose, she focuses on the French educational system in Tunisia, which allows the distinction between public and private spheres to be emphasized. By way of a discursive analysis of conversations with parents who school their children there, the author shows that the school system strengthens, on the one hand, the religious autonomy of families and, on the other hand, religious abstention. Secularism is therefore analyzed as a vector of religious resistance in the face of the transformation of Tunisian society in that it promotes a modern or “moderate” Islam and recognizes the right to be atheist.

Revitalizing legends through transmediation: a workshop for Deaf storytelling

2021 ◽  
pp. 147035722096142
Author(s):  
Ricardo René Rosas Díaz ◽  
Soledad Del Carmen Véliz Córdova ◽  
Ignacia Sauvalle ◽  
Marion Paz Garolera Rosales ◽  
María Paz Ramírez
Keyword(s):  
Sign Language ◽  
Educational System ◽  
Compulsory Education ◽  
Educational Material ◽  
Educational Resources ◽  
Original Text ◽  
Educational Settings ◽  
Deaf Students ◽  
Visual Storytelling ◽  
Verbal Language

In compulsory education in Chile, Deaf students and their teachers must navigate through an educational system that relies heavily on verbal language to validate and communicate knowledge. Most educational resources available to students have been produced for and within a hearing community, privileging sound and written verbal materials over other ways of exchanging knowledge. In this practitioner piece, verbal texts produced in an oral and written culture are transformed in a visual storytelling workshop by a group of Deaf students. The alterations made to the ‘original’ text are traced in four stages, conceptualized here as transmediation, outlining the way the verbal text is transformed into Chilean Sign Language scripts, objects and characters, altering its structure and meaning. The authors aim to provide teachers and practitioners who work in diverse educational settings with ways of producing educational material through participation with students in creative ways.

scholarly journals Perspectivas de un modelo de educación inclusiva para sordos a nivel superior

TECCIENCIA ◽  
2014 ◽  
Vol 9 (3) ◽  
pp. 14-27
Author(s):  
Willian Antonio Ariza Rua
Keyword(s):  
Deaf People ◽  
Educational Context ◽  
High Demand ◽  
Deaf Students ◽  
Pedagogical Innovation ◽  
Deaf Person ◽  
Media Creation ◽  
The Right ◽  
Educational Inclusion ◽  
The University

The article is focused to give a panorama in fi rst plane in determining the appearances of the education like right, in second measure in specifying the right to the education in the international fi eld to establish the importance that has the education for the States and fi nally, instituir in which moment gives start to an education And in which order has implemented in the University ECCI. The institution designed a proposal to build a model of education inclusiva with the purpose that answer to the char-acteristic linguistic partner of the Deaf students, guaranteeing them the right to the education, to the opportunity and to the equality of conditions, by means of a pertinent educational offer that respect his tongue And it project them in labour fi elds of high demand in the frame of the interculturalidad, the diversity and the equity, for his integral develop-ment like human beings.Giving as resulted a politics of inclusion, the realisation of adjust reasonable to level curricular, the training of educa-tional in context of the deaf person and tongue of signals, adecuación of media, creation of semilleros of investigation, accessibility and virtualización of the asignaturas virtual and design of level Of Spanish like second tongue for deaf people, the previous obeyed to the fruit of a work investigativo, inside the line of investigation Pedagogical Innovation and in the sublínea Special Projects Education Inclusiva for deaf in Upper Education, employing an explanatory descrip-tive study. That it comported us to the educational inclusion for this type of people like subjects of rights the frame of the educational context so that they are partícipes of transformations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF
Keyword(s):  
Social Sciences ◽  
Educational System ◽  
National Curriculum ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Best Interest ◽  
Humanities And Social Sciences

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

scholarly journals Comparative Study of Iran and the UK national curriculum based on the principles of Mind, Brain and Education

2019 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Nazanin Reza Zadeh Mottaghi ◽  
Mahmoud Talkhabi
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Quality Standard ◽  
Thinking Skills ◽  
Reflective Practices ◽  
Science Of Mind ◽  
High Quality Standard ◽  
The Uk ◽  
Collaborative Activities

This study compares the national curriculum of Iran and the UK to find out how the educational system indeveloping countries such as Iran can be improved. Because of implementing thinking skills and cognitive education,the educational system in the UK benefits from a high-quality standard. The science of mind, brain, educationintroduces some principles to improve teaching and learning methods and provide thoughtful and lifelong learnersfor the societies. In this study, we specified the main parts of the national curriculum in both countries and selectedsome of the principles to determine whether these two countries apply them in their national curriculum. Some ofthese principles focus on some significant issues: teaching models, the use of Meta-discipline and HolisticTechniques, authentic learning experiences, use of products, processing and progressing Evaluations, developingexplicit learning objectives, how to benefit from thinking and reflective practices, using collaborative and democraticactivities, preparing students to set personal objectives, giving themselves feedbacks, technology and flippedclassrooms, and beginning Year- Round Schooling. The results show that Iran needs more precise and detailedlearning objectives in its curriculum, use of democratic and collaborative activities with academics and students,develop thinking and reflective practices which play vital roles in upgrading the educational system. Moreover, it issuggested that the UK and Iran should consider embedded evaluations and flipped classrooms to meet the needs ofnew generation of learners.

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