Lessons from History

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Parental Involvement ◽  
Early Years ◽  
Deaf Children ◽  
Deaf People ◽  
Deaf Students ◽  
Early Communication ◽  
School Programs ◽  
Mother Child Relationships ◽  
History Of ◽  
Ancient Times

The adage “those who do not learn from history are doomed to repeat it” is a powerful one for parents and teachers of deaf students. Myths that have grown from ignorance have dogged us in this field as far back as we can see, and faulty assumptions and overgeneralizations have been sustained through time. A study of history also reveals what at first might seem like a series of random events, but which actually manifest patterns that have influenced today’s educational policy (see Fischer & Lane, 1993; Van Cleve, 1993). These patterns are related to several themes critical to the emphases of this book. One such theme is the importance of parental involvement in the education of deaf children. History provides us with factual accounts and anecdotes that enrich our understanding of the advocacy roles parents have played, especially with regard to the establishment of school programs. As we shall see, research clearly supports the role of parental involvement in both formal and informal education, as evidenced in studies demonstrating the long-term influence of mother-child relationships and early communication and the need for providing deaf children with a variety of experiences during the early years. Another theme that emerges from a historical perspective relates to how deaf people have taken an increasingly greater role in influencing their own education. Histories have been published that describe how deafness was perceived in ancient times, how various societies changed with regard to their attitudes toward deaf people, and that highlight the turning points in the education and acceptance of people who are deaf. In most published histories of deaf education, we see the long-standing conflicts through the centuries pertaining to sign language and spoken communication philosophies and the contributions of the individuals who founded school programs or attempted to teach deaf children. Often, however, writers have neglected to examine how deaf people themselves have overcome barriers in many periods of history and under a wide variety of conditions to make important contributions in education and other fields. A history of the education of deaf individuals thus should be more than just a study of changes in educational practices.

scholarly journals EDUCAÇÃO BILÍNGUE: sua importância na aprendizagem e inclusão escolar de alunos surdos

2016 ◽  
Vol 23 (2) ◽  
pp. 31
Author(s):  
Paula de Carvalho Fragoso Oliveira ◽  
Cátia Crivelenti De Figueiredo Walter
Keyword(s):  
Public Schools ◽  
Bilingual Education ◽  
Inclusive Education ◽  
Private School ◽  
Rio De Janeiro ◽  
Early Years ◽  
Deaf Children ◽  
Deaf Students ◽  
Field Notes ◽  
Del Rio

A aquisição de Língua Portuguesa pelo aluno surdo na proposta educacional bilíngue se constitui como um desafio na atualidade. Na presente pesquisa mergulhamos no universo educacional bilíngue: Língua de Sinais como primeira língua (L1) e Língua Portuguesa como segunda língua (L2) observando como se dá o ensino de Língua Portuguesa para o aluno surdo com idade de cinco anos e 11 meses a oito anos, filhos de pais ouvintes, matriculados em turmas dos anos iniciais do ensino fundamental, em três ambientes educacionais distintos, no município do Rio de Janeiro. As visitas aconteceram numa escola especial, em duas escolas públicas inclusivas e numa escola particular inclusiva, com participação de seis profissionais e 12 crianças. Foram realizadas filmagens das atividades pedagógicas para ensino de Língua Portuguesa, anotações de campo, entrevistas com os profissionais e orientações aos familiares. Para responder a pergunta principal do estudo: “Como se dá o ensino da Língua Portuguesa para a criança surda na proposta educacional bilíngue?” foram categorizadas as principais atividades realizadas para o ensino da Língua Portuguesa e obtivemos dados a respeito da comunicação destes alunos. Foi utilizada análise qualitativa dos resultados, demonstrando que a participação no estudo levou os profissionais envolvidos a refletirem sobre o tema, reverem as suas atuações e as suas crenças. O estudo conclui que a educação bilíngue é um caminho promissor para a criança surda desenvolver plenamente suas habilidades e potencialidades, crescendo consciente dos seus direitos e deveres, com autonomia e independência. Sujeitos participantes e ativos na sociedade a qual pertencem.Palavras-chaves: Educação Bilíngue. Educação Inclusiva. Alunos surdos.BILINGUAL EDUCATION: importance in learning and school inclusion of deaf studentsAbstract: The acquisition of Portuguese Language by deaf students in the bilingual education proposal constitutes a challenge today. In the present study we dive in bilingual educational universe: Signals Language as their first language (L1) and Portuguese as a second language (L2) observing how is the teaching of Portuguese language for deaf students aged five years and 11 months to eight years, children of hearing parents, enrolled in classes in the early years of elementary school, three different educational settings, in the municipality of Rio de Janeiro. The visits happened in a special school in two inclusive public schools and a private school inclusive, with the participation of six professionals and 12 children. Filming was carried out pedagogical activities for teaching Portuguese, field notes, interviews with professionals and guidance to families. To answer the study's question: "How does the teaching of the Portuguese language for deaf children in bilingual educational proposal" were categorized the main activities for the teaching of Portuguese and obtained data regarding the communication of these students. It was used qualitative analysis of the results that show that participation in the study took the professionals involved to reflect on the theme, review their actions and their beliefs. The study concludes that bilingual education is a promising avenue for deaf children fully develop their skills and potential, growing aware of their rights and duties with autonomy and independence. Subjects and active participants in society to which they belong.Keywords: Bilingual Education. Inclusive Education. Deaf students.EDUCACIÓN BILINGÜE: su importancia en el aprendizaje y la escuela inclusión de estudiantes sordosResumen: La adquisición de la Lengua Portuguesa para los estudiantes sordos en la propuesta de educación bilingüe constituye un reto en la actualidad. En el presente estudio nos sumergimos en el universo educativo bilingüe: Lenguaje de señales como primera lengua (L1) y el portugués como segunda lengua (L2) observando cómo es la enseñanza de la lengua portuguesa para estudiantes sordos de entre cinco años y 11 meses a ocho años, hijos de padres oyentes, matriculados en clases en los primeros años de la escuela primaria, en tres ámbitos educativos diferentes en el municipio del Rio de Enero. Las visitas tuvieron lugar en una escuela especial, en dos escuelas públicas inclusivas y una escuela privada inclusiva, con la participación de seis profesionales y 12 niños. Fueron realizadas rodaje de las actividades pedagógicas para la enseñanza del portugués, notas de campo, entrevistas con profesionales y orientación a las familias. Para responder a la pregunta principal del estudio: "¿Cómo se sucede la enseñanza de la lengua portuguesa para niños sordos en propuesta educativa bilingüe?", se clasificaron las principales actividades para la enseñanza del portugués y obtenido los datos con respecto a la comunicación de estos estudiantes. Se utilizó el análisis cualitativo de los resultados, lo que demuestra que la participación en el estudio se llevó a los profesionales implicados a reflexionar sobre el tema, revisar sus acciones y sus creencias. El estudio concluye que la educación bilingüe es una vía prometedora para niños sordos desarrollan plenamente sus habilidades y potencial, creciendo consciente de sus derechos y deberes con autonomía e independencia. Sujetos y participantes activos en la sociedad a la que pertenecen.Palabras clave: Educación Bilingüe. Educación Inclusiva. Alumnos sordos.  

Educating Deaf Students: An Introduction

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Hard Of Hearing ◽  
Service Providers ◽  
Deaf Child ◽  
Deaf Children ◽  
Deaf People ◽  
Deaf Students ◽  
Long Distance ◽  
Educational Role ◽  
Distance Communication ◽  
The Voice

Consider this passage from a letter written by Robert H. Weitbrecht, a physicist who was born deaf and went on to change the lives of deaf people throughout the world: . . . Perhaps I was more fortunate than the average deaf child. My family had upheavals during my teens—my father passed away and we had difficult circumstances. My mother had faith in me and saw to it that I was given the best possible chance during these times. (Weitbrecht to Srnka, 1966) . . . As a young boy, Weitbrecht had difficulties learning to speak. His parents and teachers were not sure about his potential to acquire a normal education. Weitbrecht was teased by his peers because of his deafness. He did not have very positive self-esteem, and he was not happy in school. Despite the doubts and challenges, he went on to earn several academic degrees. In 1964, Weitbrecht developed a modem (“acoustic coupler”) which enabled deaf people to use the telephone via a teletypewriter (TTY). Weitbrecht’s modem was a major breakthrough in the lives of deaf and hard-of-hearing people, who had waited more than 90 years since the invention of the voice telephone by Alexander Graham Bell. It brought to them both access and independence with regard to long-distance communication. Weitbrecht’s story is one of a young deaf child with questionable abilities who went on to be successful in his chosen field. It is also a story that has often been repeated (Lang & Meath-Lang, 1995). Despite all of the hurdles which have threatened to thwart their progress, deaf people have found ways to go over, under, and around the barriers of attitude and access to distinguish themselves in many fields of endeavor. Imagine how much more they could do if society did not make it so hard for them. This book is about learning, teaching, and the education of children who are deaf or hard of hearing, but it is not intended solely for those who make their living by teaching. Rather, it is intended for parents, service providers, policymakers, and lay readers as well as teachers—anyone interested in the education of deaf children, whether or not they have a formal educational role.

Deaf Education in Croatia: Challenges and Perspectives

2019 ◽  
pp. 361-378
Author(s):  
Iva Hrastinski
Keyword(s):  
Deaf Education ◽  
Deaf Children ◽  
Teaching Methodology ◽  
Evidence Based ◽  
Deaf Community ◽  
Language And Literacy ◽  
Demographic Information ◽  
Educational Placement ◽  
Deaf Students ◽  
History Of

This chapter provides an overview of deaf education in Croatia, focusing on the current educational context and communication options for deaf and hard-of-hearing students. After a brief overview of the history of deaf education in the country, which dates back to the 1830s, the author provides essential demographic information and educational placement options for these students. Related challenges are covered, specifically the lack of evidence-based policy regarding teaching methodology. The Deaf community and Deaf culture in Croatia are discussed. Research studies outlining the language and literacy problems of deaf students in Croatia, as well as the socioemotional issues of deaf children, are presented.

Consortia from past to future

2019 ◽  
Vol 40 (1/2) ◽  
pp. 12-22 ◽  
Author(s):  
Frederick Nesta
Keyword(s):  
Design Methodology ◽  
American Library Association ◽  
Early Years ◽  
Global History ◽  
Content Type ◽  
Library Consortia ◽  
History Of ◽  
Ancient Times ◽  
Further Development ◽  
Practical Implications

Purpose The purpose of this paper is to review the global history of library consortia from ancient times until the present and propose further development of consortia to address journal costs and research distribution. Design/methodology/approach The global history of consortia is reviewed, with a concentration on the early years of the American Library Association. Findings Consortia have proved their value in making libraries more efficient and in advancing research through combined efforts in developing indexes and catalogues. Research limitations/implications The paper encourages libraries to build on their history of cooperation and extend it by linking their repositories, using their own strengths to battle excessive subscription fees, and become publishers in their own right. Practical implications Consortia are encouraged to work together to build a global repository, to stand firm against predatory pricing and to take the lead in the dissemination of scholarship. Originality/value This paper proposes that libraries join in broad regional consortia to oppose unjustifiable prices imposed by the major publishers and that libraries, with their institutions, work regionally and internationally to take control of the distribution of research.

XIX. The History of the City of Kanauj and of King Yasovarman

1908 ◽  
Vol 40 (3) ◽  
pp. 765-793
Author(s):  
Vincent A. Smith
Keyword(s):  
Twelfth Century ◽  
Early Years ◽  
Different Ages ◽  
History Of ◽  
Ancient Times ◽  
The Subject ◽  
The City ◽  
Indian Cities

Kanauj, the most famous of Indian cities during the period extending from the early years of the seventh to the close of the twelfth century, undoubtedly was founded in very ancient times, but when, how, or by whom it is impossible to ascertain. The city is mentioned not only in both the great epics, the existing texts of which date from many different ages, but also in the Mahābhāshya of Patañjali, which is known to have been written in or about 150 B.C. Its foundation, therefore, must be anterior to 200 B.C., but nothing more definite can be said on the subject.

Reading, Writing, and Literacy

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Academic Success ◽  
Sixth Grade ◽  
Current Data ◽  
Deaf Children ◽  
Deaf Students ◽  
Know How ◽  
Early Communication ◽  
Deaf Adults ◽  
Print Materials ◽  
Adults And Children

Language is an essential component of normal development and a means for discovering the world. As we have seen, however, deaf children frequently do not have full access to communication until they have passed the most important ages for language acquisition. Parents and educators of young deaf students thus often struggle to find a balance between fostering effective early communication skills, which research has shown is usually best achieved through sign language, and the provision of English skills needed for literacy and academic success. Despite decades of concerted effort, most deaf children progress at only a fraction of the rate of hearing peers in learning to read. Current data indicate that, on average, 18-year-old deaf students leaving high school have reached only a fourth to sixth grade level in reading skills. Only about 3 percent of those 18 year olds read at the same level as the average 18- year-old hearing reader, and more than 30 percent of deaf students leave school functionally illiterate (Traxler, 2000; Kelly, 1995; Waters & Doehring, 1990). At the same time, there are clearly many deaf adults and children who are excellent readers and excellent writers. How can we account for these differences? What are the implications for educators developing English curricula for deaf students? To answer these questions, we first need to consider what is meant by literacy—that is, what is it we are asking students to acquire? Then, we have to understand how deaf students read, at both descriptive and procedural levels. In this chap ter, we consider only literacy relating to print materials (reading and writing); other possibilities will be considered in chapter 9. But is the question whether deaf students read well enough to fulfill the needs and expectations of their teachers? Is it important to know how well various subgroups of deaf learners read compared to each other? Or, do we want to know how well deaf students read, as a group, compared to hearing students of the same age?

Preface

2020 ◽  
pp. ix-xvi
Author(s):  
John D. Bonvillian
Keyword(s):  
Deaf People ◽  
Dominant Hand ◽  
Educational Training ◽  
Deaf Students ◽  
The Public ◽  
Language Research ◽  
History Of ◽  
Similarities And Differences ◽  
Iconic Signs ◽  
Primary Author

The Preface of Volume 2, written by the primary author (John D. Bonvillian), offers an overview of many of the various themes and topics covered in Volume 1. This overview is accomplished through the historical lens of Dr. Bonvillian’s life, educational training, and decades-long career, with a view of the corresponding changes in the attitudes of linguists and the public toward signing and Deaf people as various advances in sign language research were made. Highlighted are the similarities and differences between spoken languages and signed languages, the history of sign use in the education of deaf students, and the introduction of signing into communication intervention programs with non-speaking or minimally verbal children with autism, an intellectual disability, cerebral palsy, or aphasia. Bonvillian points out the variable outcomes of teaching signs to such individuals before addressing possible reasons for this disparity: delaying the introduction of signs (often because of parental fears that signing would inhibit the development of speech skills), the lack of a supportive signing environment, and the characteristics of the signs themselves. He stresses the characteristics of signs that tend to be more easily learned, remembered, and produced by non-speaking individuals: highly iconic signs, signs with a single movement, signs with basic or easily formed handshapes, signs that make contact with the person’s body or non-dominant hand or arm, and signs that are highly relevant to that individual’s life. Also mentioned are the emotional and intellectual benefits of learning to sign, the ways signing can support speech, and how signing may be used to teach words from a person’s native language or to acquire a foreign or additional spoken language.

Rome and the Druids: A Note

1949 ◽  
Vol 39 (1-2) ◽  
pp. 1-5 ◽  
Author(s):  
Hugh Last
Keyword(s):  
Early Years ◽  
Central Problem ◽  
Universal History ◽  
The World ◽  
Widespread Acceptance ◽  
History Of ◽  
Ancient Times

During the Congress of Classical Societies at Oxford in August 1948, in discussing the nature and significance of Romanization, I ventured to mention an opinion which had lately found fresh expression about the policy of the Roman government in the early years of its responsibility for the Tres Galliae towards certain features of Gallic life which in ancient times were commonly associated with the Druids. It is an opinion which I myself was once so hasty as to adopt (Universal History of the World—London, n.d.—3, 1998); but when the totalitarians, by setting up a return to barbarism as an ideal, made it the urgent duty of Roman historians to analyse the civilization of Rome and to understand the part played by the Empire in spreading it, the serious examination of the evidence which I ought to have given it before raised very grave doubts about an interpretation which had gained the widespread acceptance of any view commended by the authorityof Mommsen. My reason for raising this matter was its importance; for it is directly relevant to an issue of the most immediate interest—about the nature of the central problem which confronts Europe to-day. And my reason for returning to it now is that it was impossible in an hour's talk, which ranged over a much wider field, to set out the evidence on one particular point in the detail needed to make the position wholly clear— which it is the purpose of this note to do.

History of thyroid surgery

2020 ◽  
Vol 99 (11) ◽  
Keyword(s):  
Surgical Technique ◽  
20Th Century ◽  
Thyroid Surgery ◽  
History Of ◽  
Ancient Times

The authors present an outline of the development of thyroid surgery from the ancient times to the beginning of the 20th century, when the definitive surgical technique have been developed and the physiologic and pathopfysiologic consequences of thyroid resections have been described. The key representatives, as well as the contribution of the most influential czech surgeons are mentioned.

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