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Teaching hearing impaired children in regular classrooms
Poor language development amongst children with hearing disabilty essay
Teaching hearing impaired children in regular classrooms
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Growing up in a silent environment at home, one would think that it would provide the perfect environment to learn to read and write. But, in fact, it is quite the opposite. The silent environment I grew up in hampered my ability to learn to read and write at a normal age. Something was different about my family and me, but this is what makes me unique and special in my own way. In the end my love and passion for reading came from my difficulty of learning to read and write in a silent environment. So before I dive in and explain how I finally learned to read and write I am going to give a little background as to what it was like growing up in my household with my family. I grew up having two parents that were deaf and hard of hearing, and eventually both became deaf. We had a rule at our house that we had to sign instead of using our voices to talk even though my brother, my mom, and I could hear; it was the right thing to do so that my dad could always understand and be a part of all our conversations. This way of growing up is what I call the silent environment. The reason I call it the silent environment is because a house that has deaf people living in it, for the most part, tends to be quieter than your average hearing household. The reason for this is that noise and sound are not needed to communicate to one another. One example is to get someone to look up at us so we can talk, we use the flickering of lights, which is far more quiet than yelling someone’s name throughout the house. Now moving on to why this silent environment did not help me with learning to read or write. As we found out later in my childhood, I had problems learning reading and writing when it was silent; we found out that I instead must have noises in ... ... middle of paper ... ...dergarten said I would never be able to read and write on the level that I should be able to do so, and in the end I proved them wrong. Now even though living in the silent environment of the deaf world made learning to read and write a lot harder for me, in the end it actually gave me a cool special and unique story of how I learned to develop those skills. This just goes to show you that no matter how long it takes – whether its nine or ten years or maybe even longer – it is a great idea to continue to try and learn to read and write because who knows someone might find a passion and love for either one of the two like I did. Reading and writing is something that is being done everyday and is a big part of our daily lives with working and communicating with other people; whether people realize it or not, this is why learning to read and write well is so important.
Deborah Brandt (1998) wrote “Sponsors of Literacy”, a journal where she explained her findings of the research she has done on how different people across the nation learned to read and write, born between 1900, and 1980 (p. 167). She interviewed many people that had varying forms of their literacy skills, whether it was from being poor, being rich, or just being in the wrong spot at the wrong time.
After reading Deaf Again I learned a lot of new things about Deaf culture and was drawn in by the story of Mark Drolsbaugh. "The hardest fight a man has to fight is to live in a world where every single day someone is trying to make you someone you do not want to be" e.e cummings. I was brought into the book immediately from this quote and realized how difficult it must have been for Mark to find his identity. He was trying to hang on to his hearing in fear of going deaf as if there was something wrong or not proper with being deaf. It took him a long time, twenty-three years to realize that the Deaf culture is receiving and it was there for him to embrace the entire time. It would be difficult to be able to hear and then slowly lose your hearing while having to communicate in the world we live in. Both his parents Sherry and Don were Deaf and I enjoyed reading the part where Mark was brought into this world through childbirth and the signing and conversation that was going on inside while the process was taking place. Like the anesthesia machine not working, which had to have been painful.
In The Quiet Room, Lori Schiller and multiple people who knew her put words to the illusive nature of a specific disability of mental health—schizoaffective disorder. It’s no secret that mental illness often carries an intense stigma, more so, perhaps, than many other types of disabilities. This stigma is woven into the pages of this memoir, a reflection of the perception of mental illness in society, which is often fueled by inaccurate and negative representation. The memoir may mostly focus on Schiller’s experience with schizoaffective disorder, but it speaks to the larger narrative of disabilities of mental health as a whole.
I have very few recollections of my early years and the exact age I was able to read and write. Some of my earliest memories are vague on the topic of my literacy. However, I do remember small memories, such as, learning how to write my name in cursive, winning prizes for reading, and crying over every assigned high school essay. Over the last twelve years my literacy grew rapidly with the help of teachers, large school libraries, my family, and so on. There is always room for my literacy skills to grow, but my family’s help and positive attitude towards my education, the school systems I have been a part of, and the horrible required essays from high school helped obtain the level, skills, habits, and processes that I use as part of my literacy
When I was just under two years old, my parents walked into my room to find me propped up on the floor reading Goodnight Moon. They were amazed, as they should have been; children don’t usually begin to read before they go to school. A few weeks later, they walked in on the same occurrence except something was off; I was holding the book upside down. What they realized was that I was not actually reading; I had memorized every word on every
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
The documentary of “Through Deaf Eyes” has open my eyes to the deaf culture. The movie has made it “click” that deaf people are just that people and individuals like me. Deaf community has its struggles just like everyone else. They struggle with growing into who they are as a person, harmful situations, and feeling a sense of belonging. They just speak a different language like Italians and Hispanics. Communicating with a different language does not make them lesser than a hearing person. When able to learn to communicate, the deaf are able to learn and gain knowledge just like a hearing person. The only difference is they have to learn more and work harder to achieve their goals and gain knowledge, which a hearing person learns just by hearing their surroundings.
Literacy is vital for reading and writing of all children, both hearing and deaf. Research has shown that having a strong L1 foundation, it can be applied in learning how to read and write in English. Advocates of bilingual bicultural education agree that the reading and writing skills that are acquired based on the strong foundation of their L1 develops the foundation of L2 (Evans, 2004; Puente et al, 2006). Researches conducted by Padden & Ramsey (2000) show that ASL fingerspelling skills are related to English literacy and vocabulary knowledge (Hile, 2009). One study done by Padden & Ramsey (2000), showed the fingerspelling tasks that were given to thirty-one deaf students in two groups (3rd-4th graders
As a child, I have always been fond of reading books. My mother would read to me every single night before I went to bed and sometimes throughout the day. It was the most exciting time of the day when she would open the cabinet, with what seemed to be hundreds of feet tall, of endless books to choose from. When she read to me, I wanted nothing more than to read just like her. Together, we worked on reading every chance we had. Eventually I got better at reading alone and could not put a book down. Instead of playing outside with my brothers during the Summer, I would stay inside in complete silence and just read. I remember going to the library with my mom on Saturdays, and staying the entire day. I looked forward to it each and every week.
Growing up in working class family, my mom worked all the time for the living of a big family with five kids, and my dad was in re-education camp because of his association with U.S. government before 1975. My grandma was my primary guardian. “Go to study, go to read your books, read anything you like to read if you want to have a better life,” my grandma kept bouncing that phrase in my childhood. It becomes the sole rule for me to have better future. I become curious and wonder what the inside of reading and write can make my life difference. In my old days, there was no computer, no laptop, no phone…etc, to play or to spend time with, other than books. I had no other choice than read, and read and tended to dig deep in science books, math books, and chemistry books. I tended to interest in how the problem was solved. I even used my saving money to buy my own math books to read more problems and how to solve the problem. I remembered that I ended up reading the same math book as my seventh grade teacher. She used to throw the challenge questions on every quiz to pick out the brighter student. There was few students know how to solve those challenge questions. I was the one who fortunately nailed it every single time. My passion and my logic for reading and writing came to me through that experience, and also through my grandma and my mom who plant the seed in me, who want their kids to have happy and better life than they were. In my own dictionary, literacy is not just the ability to read and write, it is a strong foundation to build up the knowledge to have better life, to become who I am today.
Learning to read is a complex way of training the brain to understand connections of symbols and meanings to develop a natural way of obtaining information. Phonological awareness is an umbrella term representing phonemic awareness, decoding, comprehension, fluency, and vocabulary. People who are deaf or hard of hearing are missing an important sense used when learning to read. For example, grapheme-phoneme correspondence is a huge factor when learning to read which correlates with print-sound mapping. Without access to the sounds of letters, the majority of Deaf readers are at a third or fourth grade reading level (Nielsen, D. C., & Luetke-Stahlman, B., 2002).
The search for the most effective way to educate deaf students has long been filled with controversy, due to strong advocacy for conflicting approaches. The bilingual model of deaf education has been in place in many schools for the deaf for the past 20 years (Drasgow, 1998), and while many advocates of a strictly oral approach to deaf education discount its success, it is still a viable and appropriate option for deaf students with severe to profound hearing loss. In this paper I will describe historical perspectives around deaf education and discuss hearing loss and language acquisition for deaf children. I will provide justification for the continued use of the bilingual model against arguments in favour of a strictly oral approach. In addition, l will address challenges inherent to the bilingual model and conclude with suggested changes that may benefit deaf students’ language learning and literacy outcomes.
So today, I have shared with you my journey in deafness. Being deaf can be hard, but it is not the end of the world. I can do what anyone else can do such as talk, play sports and hang out with friends. Every person’s journey is different. For me the key to success is perseverance.