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Mainstream vs. Residential Schools
Transcript of Mainstream vs. Residential Schools
When a child with hearing loss goes to a regular school instead of a school for the deaf. Mainstreaming is also called inclusion or integration. A child can be mainstreamed in different ways
Some classes with hearing students
Some classes in a resource room
There is a teacher for the deaf in the resource room
Help with homework for other classes
The teacher for the deaf has lessons of their own
Students go to a regular school and have all classes with hearing children. They might need special services, like interpreters, note takers or speech therapists.
A survey was given to individuals:
How strongly do you trust or distrust the mainstream media in terms of its reporting on current and political news? This was the outcome.
All students are deaf or hard of hearing.
Lessons are made just for students with hearing loss. Teachers and staff are trained to work with children with hearing loss.
Students live on campus with other children with hearing loss.
Students live at school during the week, and go home on weekends and holidays.
Students eat at school.
First American Deaf School Founded 1817
Deaf Schools Expand
1818 - New York School for the Deaf established
1820 - Pennsylvania School for the Deaf
1823 - Kentucky School for the Deaf
1829 - Ohio School for the Deaf
1839 - Virginia School for the Deaf
Thomas Hopkins Gallaudet & Laurent Clerc
• American interested in deaf education
• Travels to Europe and meets Laurent Clerc
• Gallaudet and Clerc return to America and found the American School for the Deaf in Hartford, Connecticut.
• Originally named the Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons, the first permanent school for the deaf in America.
1843-1912 - More than 30 schools for the Deaf were established by Deaf and hearing teachers from the American School for the Deaf and Gallaudet College
How to Choose a School
1. Integrate deaf children in hearing environment
2. Emphasis on using of hearing aids and speech to communicate
3. Adopt hearing values and culture
4. Able to get involved in hearing activities such as student organizations, sports, clubs, etc.
• What schools there are where you live
• How your child communicates
• How good the program is
• Your own personal choices
1. Views on deafness as disability/hearing impaired
2. Feeling ashamed of using Sign language in hearing environment
3. Experience a discrimination against deaf and hard of hearings
4. Prevent most Deaf people from readily entering the Deaf community that requires a period of adjustment before Deaf person able to warm up to the Deaf Community
1. Views deafness as cultural identity, Deaf Pride
2. American Sign Language is used in classroom and outside of classroom
3. integrate deaf children in deaf environment.
4. deaf and hard of hearing children are more likely to get involved in deaf
activities as sports, organizations, clubs, etc
5. Learning about Deaf History to empower deaf students
"Mainstreaming." Raising Deaf Kids. The Children's Hospital of Philadelphia, n.d. Web. 15 Nov. 2013.
"Redeafined: The Benefits of a Mainstream Education for Deaf Students." Redeafined: The Benefits of a Mainstream Education for Deaf Students. N.p., n.d. Web. 16 Nov. 2013.
Shaner, Wendy. "American Deaf CultureHistorical Timeline." American Deaf Culture Historical Timeline. N.p., n.d. Web. 16 Nov. 2013.
1. Less likely to socialize hearings during their
adulthood except work environment
2. Possibly Alienate from hearing family over
3. More likely to get oppressed by hearings
over language barriers
DO YOUR OWN RESEARCH