Ensuring The Success Of Deaf Students

Darrow’s article was easy to read and focused on the importance of how to teach deaf students. Although I enjoyed reading it, the writer lacked to inform how students with hearing losses can differ and how this can

In this book, Deaf in America, by Carol Padden and Tom Humphries, the two authors wrote stories, jokes, performances, and experiences of Deaf people. They also wrote Deaf culture and Deaf people’s lives from various angles. This book is great navigator of Deaf world for hearing people and even Deaf people as me. There are several factors attracting reader. To begin with, I could learn about backgrounds of deaf people and hearing people. Authors wrote about a Deaf boy who was born into a deaf family. Until he discovered that a girl playmate in neighborhood was “hearing”, he didn’t notice about “Others”. Authors

According to Alice-Ann Darrow, Irvin Cooper Professor of Music Education and Music Therapy at Florida State University, Students with hearing loss are difficult to successfully teach music to because instructors are unsure what strategies to use when teaching deaf students. (Darrow 27) Teachers have a hard time teaching music to students with hearing loss because they have the misconception that deaf students have no hearing at all but in reality most deaf students can hear but the students are limited to what they can process. Because teachers have this misconception it's affecting the students ability to learn. These students could be an excellent musician we just need to find new strategies to help these students.

questions 10-16 cover cochlear implants. This topic will be explored in depth in a future lesson.

The Deaf Community in America: History in the Making by Melvia M. Nomeland and Ronald E. Nomeland is a book written to describe the changes the Deaf community, with a capital “D”, has encountered throughout time. The authors mention, “By using the capital ‘D’ to refer to a community of people who share a language and culture and the lower case ‘d’ to refer to the audiological condition of hearing loss” (Nomeland 3). In this book we are taken through a time line on how the Deaf community’s life changed socially and educationally allowing them to live normally.

In the novel “Deaf Again” by Mark Drolsbaugh, the reader is taken on a journey through the life of the author himself, from birth all the way to present day. Drolsbaugh, a once hearing child but now Deaf adult, takes readers through the struggles and situations he faced as a child born into the Deaf culture, yet still forced to try and suppress his deafness when his ability to hear started to decline. The author shares his experiences of becoming “deaf again”, and how he had to learn for himself what being Deaf really meant in regards to not just in his own life but the people in it. Drolsbaugh’s novel explores many of the issues and debates surrounding Deaf culture, while still giving his personal views and understandings on what it really means to be Deaf.

Imagine the difficulties you would have to overcome to become successful in a sport with a severe hearing loss. David Smith was born with only ten percent of his hearing and has successfully jumped over these obstacles and is now on the American olympic volley ball team. Smith has not only become amongst one of the best volleyball players in the country, but has also shown the deaf community that they can do anything just as well as a hearing individual, if not better.

‘The success of inclusive education is largely dependent on teachers’ perceptions, attitudes, and beliefs’ (Yuknis, 2015) around how deaf and hard-of-hearing children should be educated. Learn to swim teacher’s need to ‘focus on the potential ability of the child rather than the limitations caused by a disability’ (Kappelides, 2014). A common misunderstanding is that inclusive education involves a child (who is being included) to change in order to adapt within an environment (Cologon, 2013). This concept is in fact an example of assimilation rather than inclusion.

Although most state schools today have been adjusted to meet the needs of deaf pupils by providing help, such as, interpreters, note takers and radio aids; in previous years when schools could not afford to obtain the help, educational accomplishment for most hearing impaired pupils would have been fictional. Only 29% of deaf children were accomplishing the standard five GCSE’s A*-C, compared to 51% of their hearing peers (Cathy Heffernan, 2011).

The stereotype “deaf is dumb” is greatly inaccurate and needs to be eradicated because many deaf and hearing people alike have proven that deaf culture is a benefit to society and that the Deaf are no less capable than the hearing. Deaf people have had many successes in all areas of human achievement. In government, for example, Kelby Brick was the director for law and advocacy at the National Association of the Deaf, was the first recipient of the Governor’s Kelby Brick Community Leadership Award, and is now the director of the Governor’s Office of the Deaf and Hard of Hearing

According to Edwards, the Deaf community began to rise in response to the social view of deafness as a handicap rather than a difference that a whole “Deaf” community is characterized by. Their shared

The deaf community does not see their hearing impairment as a disability but as a culture which includes a history of discrimination, racial prejudice, and segregation. According to an online transcript,“Through Deaf Eyes” (Weta and Florentine films/Hott productions Inc., 2007) there are thirty-five million Americans that are hard of hearing. Out of the thirty-five million an estimated 300,000 people are completely deaf. There are ninety percent of deaf people who have hearing parents (Halpern, C., 1996). Also, most deaf parents have hearing children. With this being the exemplification, deaf people communicate on a more intimate and significant level with hearing people all their lives. “Deaf people can be found in every ethnic group,

If educators can take into account the social development needs of hearing impaired students, their success in the mainstream classroom could most likely rise significantly. The authors above pinpoint important problems with socioemotional growth and the acceptance of hearing impaired students in the classroom and if these issues are addressed, students would hopefully adjust properly to the mainstream

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

Turning the Tide: Making Life Better for Deaf and Hard of Hearing Schoolchildren by Gina Oliva and Linda Lytle has valuable information about the challenges hearing-impaired students experience in the public