Looking Ahead While Glancing Back

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Role Models ◽  
Deaf Children ◽  
Accurate Information ◽  
Learning And Development ◽  
Deaf Students ◽  
Perceived Equity ◽  
Research Findings ◽  
Teaching Learning ◽  
Hearing Children ◽  
Educational Futures

In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of deafness on learning and development. Bringing together educational and research findings from diverse disciplines, we have endeavored to explain the current state of the art with regard to raising and educating deaf children, as well as some historical bases for contemporary approaches to deaf education. In describing research relating to educational foundations and teaching-learning processes, we have seen that providing parents with balanced and accurate information, continued research efforts, and professional development for teachers are vital parts of the educational futures of deaf students. At the end of each chapter, we have summarized significant findings and developments. Rather than attempting to provide an additional summary here, we reiterate some of the general themes of this book and the major implications for parents, teachers, and others involved in educating deaf students. Probably the most general and salient theme of this book is that the deaf learner should not be viewed as a hearing learner who cannot hear. It is often tempting, for reasons of either perceived equity or for expedience in the classroom, to assume that deaf and hearing children are the same. As we have seen, deaf and hearing children have different backgrounds, experiences, communication histories, and knowledge. To optimize the educational opportunities of deaf learners, we need to develop instructional materials, teaching strategies, and learning environments that take advantage of their strengths while compensating for their special needs. This means that treating deaf children the same as hearing children may be doing them a great disservice. At a minimum, we should resist superficial modifications to educational settings so that deaf children can share classrooms with hearing children when the fundamental needs of all involved have not been considered. A recurring finding across language, social, and academic domains is that early intervention for deaf children and their families is critical. Such programs do more than just support the development of communication and language—they provide deaf children with similar peers, role models, and contexts that promote early development.

Affixes and function words in the written language of deaf children

1988 ◽  
Vol 9 (4) ◽  
pp. 385-401 ◽  
Author(s):  
Traute Taeschner ◽  
Antonella Devescovi ◽  
Virginia Volterra
Keyword(s):  
Written Language ◽  
Deaf Children ◽  
Deaf Students ◽  
Function Words ◽  
Developmental Patterns ◽  
Grammatical Aspect ◽  
Written Form ◽  
Hearing Children ◽  
And Function ◽  
Age Range

ABSTRACTThe goal of this article is to investigate whether the acquisition of some morpho-syntactic aspects in Italian deaf adolescents is simply delayed with respect to hearing children, or whether it follows significantly different developmental patterns. Twenty-five deaf students (age range: 11–15 years) and a group of 125 hearing controls (age range: 6–16 years) performed four tests, administered in written form, relative to different grammatical aspects: plurals, articles, and clitic pronouns. Results showed three different patterns of development depending on the grammatical aspect considered. Deaf children compared to hearing controls showed normal development in the pluralization task, delayed development in the pronoun task, and a qualitatively different pattern in the article task.

scholarly journals Revealing Multimodal Resources in Teaching-Learning Process for Deaf Students

INKLUSI ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 153
Author(s):  
Fathimah Salma Zahirah ◽  
Didi Sukyadi
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills ◽  
Body Movement ◽  
Deaf Children ◽  
Special Treatment ◽  
Teaching Material ◽  
Deaf Students ◽  
Language Functions ◽  
Kindergarten Classroom ◽  
Teaching Learning

Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language.[Siswa Tuli membutuhkan penanganan khusus dalam mendapatkan kemampuan komunikasi. Berdasarkan hal tersebut, terdapat satu metode bernama Metode Maternal Reflektif (dikenal sebagai MMR) yang mendorong siswa Tuli untuk berbicara menggunakan organ artikulasi bersamaan dengan bahasa isyarat. Penelitian ini bertujuan untuk menelaah bagaimana komunikasi non-verbal, termasuk sentuhan, pergerakan tubuh, dan aspek paralingua diimplementasikan dalam wacana belajar-mengajar di kelas taman kanak-kanak untuk siswa tuli. Metode yang digunakan oleh guru dalam menyampaikan bahan ajar merupakan kunci dalam pencarian variasi sumber daya multimodal pedagogis. Moda-moda yang ditemukan juga diklasifikasikan berdasarkan ciri komunikatifnya; menggunakan teori Jakobson dalam fungsi bahasa: referensial, emotif, konatif, fatis, metalingual, dan puitis. Hasil penelitian mengindikasikan bahwa guru seringkali menggunakan sumber daya multimodal untuk memerintah, melarang, dan mengajak siswa sesuai dengan fungsi konatif bahasa.]

Educating Deaf Students

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Special Needs ◽  
Deaf Education ◽  
The United States ◽  
Research Literature ◽  
Deaf Children ◽  
Deaf Students ◽  
Education Today ◽  
The Common ◽  
Hearing Children ◽  
Historical Consideration

Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate. In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessible evaluation of the research literature on the needs and strengths of deaf children and on the methods that have been used-successfully and unsuccessfully-to teach both deaf and hearing children. The authors lay out the common assumptions that have driven deaf education for many years, revealing some of them to be based on questionable methods, conclusions, or interpretations, while others have been lost in the cacophony of alternative educational philosophies. They accompany their historical consideration of how this came to pass with an evaluation of the legal and social conditions surrounding deaf education today. By evaluating what we know, what we do not know, and what we thought we knew about learning among deaf children, the authors provide parents, teachers, and administrators valuable new insights into educating deaf students and others with special needs.

Teaching and the Curriculum

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Visual Information ◽  
Teaching And Learning ◽  
Deaf Children ◽  
Deaf Students ◽  
Academic Environments ◽  
Educational Challenges ◽  
Research Findings ◽  
English Literacy ◽  
Communication Differences ◽  
Visual Domain

We have discussed how the education of deaf children depends on their characteristics as well as on the characteristics of parents, teachers, and school programs that serve those children. We have summarized a variety of studies that have implications for parents, teachers, and educational administrators with regard to fostering communication skills, cognitive growth, and social interaction by deaf children. The available evidence supports the need for strong early intervention programs that provide the experiential diversity critical for development across the life span and for achievement in a variety of educational settings. Chapter 8 dealt with the specific educational challenges confronting deaf students in reading and writing. The message there was that English literacy needs to be considered broadly, as it affects both learning and success in a variety of areas, both academic and nonacademic. In chapter 8, we also discussed implications for curriculum materials and particular teaching emphases. Now, we turn to some best practices for teaching and curriculum development in content areas such as science, mathematics, and social studies and show how information in the previous chapters comes together in the dayto-day activities of students and teachers. As we have seen, available research findings indicate the need to exercise caution when deaf learners are placed in inclusive academic environments. Deaf students have specific needs that may not be met adequately if it is assumed that, aside from communication differences, deaf students and hearing students are the same. This is not a point to be raised only with regard to mainstream classrooms; it is a complex issue that needs to be addressed throughout the educational system. To set the stage for the remainder of this chapter, let us review some salient points which emerged from earlier chapters and were seen as key in understanding the teaching and learning of deaf students: • Deaf students have different experiences that may influence how they view and interact with the world. • A diversity of both object-oriented and person-oriented experiences is crucial to normal development. • Deaf students depend more on visual information, but they also may be more prone to distraction than hearing peers in the visual domain.

scholarly journals Reading skills of D/deaf students – native signers

2020 ◽  
Author(s):  
Justyna Kotowicz
Keyword(s):  
Sign Language ◽  
Reading Skills ◽  
Spoken Language ◽  
Deaf Children ◽  
Deaf Students ◽  
Skilled Readers ◽  
Language Problems ◽  
The Difference ◽  
Native Signers ◽  
Hearing Children

Reading skills of D/deaf students fall behind their hearing peers. The difference in reading skills between D/deaf and hearing children has not decreased for over past three decades. Low level of reading skills in D/deaf students has been associated with their language delay, which is mainly observed in D/deaf children using spoken language that is not fully accessible to “D/deaf individuals” instead of “ppl with hearing impairment”. D/deaf children immersed in sign language since their birth usually do not encounter language problems and they have a potential to become highly-skilled readers. In the present studies we have investigated reading skills of D/deaf students who are native signers of Polish Sign Language. The results have indicated that D/deaf students showed lower level of reading skills than their hearing peers. The present studies call in question Polish education system dedicated to D/deaf students who are native signers. The obtained results suggest that reading classes are probably not adapted to the needs and abilities of highly competent signers.

scholarly journals A APRENDIZAGEM MATEMÁTICA DE SURDOS: enunciados que circulam nos Cadernos Cedes

2015 ◽  
Vol 22 (1) ◽  
pp. 75
Author(s):  
Daiane Kipper ◽  
Janete Inês Müller ◽  
Cláudio José de Oliveira
Keyword(s):  
Children And Adolescents ◽  
Mathematics Learning ◽  
Deaf Education ◽  
Deaf Children ◽  
Deaf Students ◽  
School Settings ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Teaching Learning ◽  
Empirical Material

Neste trabalho, estamos interessados em examinar um conjunto de artigos publicados no número noventae um (91) dos Cadernos Cedes, que abordam a aprendizagem de matemática por crianças e adolescentessurdos. Para o exercício analítico, na perspectiva foucaultiana, apoiamo-nos na ferramenta teórico-metodológica doenunciado. Para tal, discutimos o material empírico desta investigação, considerando a metodologia, o referencialteórico e os resultados produzidos pelos autores em seus artigos. O material analisado apresentou aproximaçõesem relação à metodologia das investigações, visto que o desenvolvimento das pesquisas dá-se em ambientes escolares,por meio de atividades com alunos, tendo como foco crianças e adolescentes. Das análises, emergiramenunciados relacionados à aprendizagem matemática por crianças e adolescentes surdos, tais como: as criançassurdas estão atrasadas em relação às ouvintes; a exposição à língua de sinais melhora o desempenho da criançasurda; existem experiências educacionais prévias em contextos informais; a visualidade é fundamental no ensino/aprendizagem da matemática; há uma emergência de criação de sinais nessa área. Nesse sentido, mesmo que aspesquisas sejam desenvolvidas com base em diferentes perspectivas teóricas, são recorrentes os enunciados queposicionam as crianças e jovens surdos como ‘atrasados’ em relação aos ouvintes de mesma faixa etária, e issopor não atenderem a um padrão cultural pré-determinado, sobretudo pela Matemática Escolar da ModernidadePalavras-chave: Educação de surdos. Cadernos Cedes. Matemática. DEAF STUDENTS AND MATHEMATICS LEARNING: statements found in Cadernos CedesAbstract: In this paper, we are interested in examining a group of papers published in Cadernos Cedes numberninety-one (91), which addresses mathematics learning by deaf children and adolescents. For such analytical exercise,grounded on the Foucauldian perspective, we have been supported by the theoretical-methodological tool ofenunciation. We have discussed the empirical material of this investigation by considering the methodology, theoreticalreferences and results produced by the authors in their papers. The analyzed material showed approximations interms of methodology, since the researches were carried out in school settings by means of activities with students,with a focus on children and adolescents. From the analyses, some enunciations related to mathematics learning bydeaf children and adolescents have emerged, such as the following: deaf children lag behind their hearing peers; exposureto sign language improves deaf children’s performance; there are previous educational experiences in informalcontexts; visualization is fundamental in mathematics teaching/learning; there has been an increase in signs inthis area. In this sense, even though the researches were based on different theoretical perspectives, enunciationspositioning deaf children and adolescents as ‘delayed’ in comparison with same-age hearing peers are recurrent,as deaf students do not fit the cultural standard that has been predetermined by School Mathematics in ModernityKeywords: Deaf education. Cadernos Cedes. Mathematics. EL APRENDIZAJE MATEMÁTICO DE SORDOS: enunciados que aparecen en los Cadernos CedesResumen: En este trabajo, estamos interesados en examinar un conjunto de artículos publicados en el númeronoventa y uno (91) de los Cadernos Cedes, que tratan del aprendizaje de matemáticas por niños y adolescentes sordos.Para el ejercicio analítico, en la perspectiva foucaultiana, nos apoyamos en la herramienta teórico metodológicadel enunciado. Para eso, discutimos el material empírico de esta investigación, considerando la metodología,el referencial teórico y los resultados producidos por los autores en sus artículos. El material analizado presentóaproximaciones en relación a la metodología de las investigaciones, ya que el desarrollo de las pesquisas ocurreen ambientes escolares, a través de actividades con alumnos, teniendo como enfoque niños y adolescentes. De losanálisis surgieron enunciados relacionados al aprendizaje matemático por niños y adolescentes sordos, tales como:los niños sordos están retrasados en relación a los oyentes; la exposición a la lengua de señas aumenta el desempeñodel niño sordo; hay un retraso de los estudiantes sordos en matemáticas; existen experiencias educacionalesprevias en contexto informales; la visualidad es fundamental en la enseñanza/aprendizaje de la matemática; hayuna emergencia de creación de señas en esa área. En ese sentido, aunque las pesquisas sean desarrolladas conbase en distintas perspectivas teóricas, son recurrentes los enunciados que posicionan los niños y jóvenes sordoscomo ‘retrasados’ en relación a los oyentes de misma franja etaria; y eso por no hacer parte de un patrón culturalpredeterminado principalmente por la Matemática Escolar de la Modernidad.Palabras clave: Educación de sordos. Cadernos Cedes. Matemáticas.

Co-Enrollment in Toowong, Australia

2019 ◽  
pp. 41-68
Author(s):  
Michelle Baker ◽  
Cameron Miller ◽  
Elizabeth Fletcher ◽  
Caroline Gamin ◽  
Breda Carty
Keyword(s):  
Inner City ◽  
National Curriculum ◽  
Deaf Education ◽  
Deaf Children ◽  
School Staff ◽  
State School ◽  
Deaf Students ◽  
The World ◽  
Hearing Children ◽  
The Impact

In 2001, the first co-enrollment program for deaf children in Australia commenced at Toowong State School in Brisbane, Queensland. The impetus for the program came from the Deaf community and parents advocating for sign language to be used with their deaf children in an environment that provided access to the mainstream. Models of educating deaf children around the world were examined and co-enrollment was chosen as the model of operation to deliver a sign bilingual program that would best meet the needs of deaf students. The journey has been one of incredible learning for deaf and hearing children, their families, school staff, and the Queensland education system. With the changing landscape of deaf education, the impact of early detection and technology (including cochlear implants), and the introduction of a new national curriculum and all it entails, this evolving inner-city school continues to meet the unique needs of its students.

Characteristics of Deaf Learners

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Deaf Child ◽  
Deaf Children ◽  
Basic Information ◽  
Educational Placement ◽  
Considerable Evidence ◽  
Educational Methods ◽  
Hearing Parents ◽  
New Information ◽  
Hearing Children ◽  
Educational Futures

In the interests of equality, sensitivity, and political correctness, it is often claimed that deaf and hearing individuals are exactly the same, except for their hearing losses. To some extent, this attitude may reflect an understandable swing of the pendulum after years of society’s treating deaf individuals as though they are deficient. At the same time, we believe that there is now considerable evidence to indicate that the experiences, knowledge, and strategies of deaf individuals often differ in some ways from those of hearing individuals, and that such differences are likely to influence learning. At one level, the question of differences between deaf and hearing learners is a statistical, descriptive one. This chapter provides some basic information in that regard, including demographics, types and causes of hearing loss, and issues relating to educational placement. We discuss populations and their characteristics. At another level, however, the question of differences between deaf and hearing learners is about individuals. There, the relevant issues are more empirical than descriptive, and an interdisciplinary perspective becomes important. If deaf and hearing students were the same except for their hearing losses, then we would not have to worry about special educational methods, issues of social integration, or whether a local public school or special school program would be better for a deaf child. If deaf and hearing children were the same except for their hearing losses, we could put them in the same classrooms and assume the same background knowledge, social skills, and educational futures. The problem is that life is rarely so simple. By virtue of their hearing losses, many deaf children (and particularly those with hearing parents) have somewhat different early environments than hearing children. Frequently, those children do not have access to the language of their families, and their parents are not fully prepared for handling the special needs of a child who cannot hear. With differences in communication, early social interactions, and ways of acquiring new information, it seems likely that deaf children will have some characteristics that distinguish them from hearing children.

scholarly journals Letramentos multimodais para o ensino do Português como segunda língua para surdos

2020 ◽  
Vol 6 (2) ◽  
pp. 357-369
Author(s):  
Yuri Miguel Macedo
Keyword(s):  
Literacy Practices ◽  
First Language ◽  
School Context ◽  
Deaf Children ◽  
Deaf Students ◽  
Educational Assistance ◽  
Communication Situations ◽  
Written Form ◽  
Brazilian Sign Language ◽  
Teaching Learning

This article presents a pedagogical proposal that aims to build a multimodal video with the lyrics of Dorival Caymmi's songs, involving the multiliteracy (linguistic, visual, gestural, spatial and audio) in order to develop the communicative capacity of the deaf subjects involved in the teaching-learning process creating contexts of real productions, enabling multiple activities and, above all, activities that value the Bakhtinian principle of interaction, dialogism. The proposal is organized based on the procedures for the presentation of communication situations involving multimodal discursive genres considering students as protagonists of knowledge. The project was developed in the Specialized Educational Assistance - SEA, in the school context that has as a reference a bilingual perspective, where students use the Brazilian Sign Language as their first language (L1) and Portuguese in written form as a second language (L2), involving the areas of Libras and written Portuguese in order to bring deaf children closer to literacy practices. The choice of the author was due to the celebration of the artist centenary, his compositions that portray and value Bahia, the fact that the students are from Bahia and thinking about the level of complexity of the texts appropriate for the understanding of the deaf students in question.

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

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