Originally Posted by jillio
Exactly. TODs by and large, are on board with the bi-bi philosophy. Those professionals who work with large populations of the deaf, and specifically with young deaf children, are on board regarding the bi-bi philosophy. They have seen the failures of TC, they have conducted research into the reasons behind the failures of TC, and have reached very logical and very practical conclusions. Likewise, they have seen the successes of an educational environment that subscribes to a bilingual-bicultural environment.
The ones that are the most vocal are those that are employed in the mainstream, are guided by adminsitrative policies that do not account for the needs of the deaf student, and instead, attempt to apply general special education methods intended for a variety of learning difficulties to the deaf student. The majority of deaf students do not have learning disorders, nor are they cognitively impaired. The function, intellectually, on par with their hearing peers when they are provided the linguistic environment that addresses their linguistic needs. Methods intended to address the needs of students with cognitive impairments are not effective because the deaf student is not congitively impaired. It is the environment that creates their liguistic delays, not the functioning of their brains.
And that is what I see year after year with so many older deaf children who are delayed in language development and critical thinking skills ..not because of problems with their congnitive processing but because they were denied full approrpiate access to language to be able to develop language like their hearing counterparts do.
I dont know how else to say it but yes, there are some successes but what about those who were failed by the educational system? I guess I want all deaf children not to be put at risks like that. That's just me.
The educational philosophy of trying out different approaches with deaf children until finding the one that works for them is just too risky as evidenced by the numerous kids who grow up struggling with literacy skills.
As for parents knowing what's best for their children...they can have that opinion but too often, many many parents out there do not know much about deafness nor deaf education and what the child really needs. Most of the time, they are looking from a hearing perspective. Yes, there are many who understand the deaf needs of their deaf children but there are soo many more who do not. Who is responsible for providing equal access to education in the educational setting? The teachers? I want to provide an educational environment where all deaf/hoh children have equal access to language, education, information, and communication at all times.