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Absence from Influence
Absence from Influence:
Perspectives of Administrators and Graduates on the Deaf Community's Exclusion from the Decision-making Process in Deaf Education
Sharla Jones, PH.D.
Hearing Administrators
- Overwhelmed with Deaf Ed
- writing IEP's
- unsatisfied parents
- struggle for equal education
- "deficit thinking"
- budgetary issues
Deaf Administrators
- Saw Deaf students as unequal
Perspectives: Hearing vs Deaf
Deaf Graduates
CODA- Deaf Representatives
"bilingual/bicultural education could improve the quality of the Deaf children's lives"
More parental environment- more families signing
Deaf residential schools as best option for Deaf students
Deaf centered curriculum and testing
- One hearing administrator was a CODA and was the only one to offer suggestions to Deaf Education
- For every Deaf student in a public school, there should be one administrator representing them on the administrative side when decisions were being made about their education.
Hearing: "What makes you think Deaf people have anything to say that would help the situation in Deaf education?"
- Many feel as though their education had been watered down compared to that of hearing students. There was no struggle, too easy.
- Teachers that used sign language when it was banned by the administration offered some of the best education.
Deaf: "No one really prepared us...it's like we were a big experiment. Like they were just experimenting on us the whole time..."
Physical abuse
Low expectations, low outcomes
Some people reported experiencing physical abuse from impatient speech therapists and frustrated teachers trying to communicate.
Many teachers in the Deaf ed system establish low expectations for their students, and therefor their students produce low quality work.
One person reported feeling bitter that she/he spent so many years illiterate because their teacher didn't push them.