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Deaf Culture and the Classroom: Issues in Communication, Reading, And Writing
Transcript of Deaf Culture and the Classroom: Issues in Communication, Reading, And Writing
Commonly debated issues
Problems with reading and writing
Techniques and strategies for classroom use "Many parents who are deaf or hard of hearing themselves and involved in the Deaf community would prefer to have a child who is deaf or hard of hearing." (Friend, 358) The "Deaf" Community learning to read at the same time as learning to use language creates difficulties
sign language does not have a direct correlation to written standard English
many Deaf students were not read to as young children
problems with mechanics and organization of writing Experiential Ladder of Learning
ASL/English bilingual education in schools
do not privilege standard English over signing
culturally relevant lesson planning
integrated vocabulary and concept development
visual teaching strategies Strategies for Success The Issues: Cochlear Implants "D"eaf is a cultural identity, not a physical one
Being deaf is not a deficit
Oralism privileges written and spoken language over manually signed language
An electronic device that directly stimulates the hearing nerve of the cochlea, allowing individuals with severe to profound hearing loss to perceive sound helps children develop spoken language and listening skills
fixing something that is not a deficit?
helping children succeed in the world?
Can a cultural group be physiologically defined?
Problems with Reading and Writing Literacy and Experiential Learning Literacy - understanding the social and cultural contexts of what is being read and written
Experiential learning - reduction in direct and vicarious experiences due to hearing loss