Quote:
Originally Posted by rockdrummer
One of the major problems as I understand it is that you can't compare one bi bi program to another. You can't compare one TC program to another becuase as many have mentioned before, there are programs out there that claim to be bi-bi and that claim to be TC but are really not by definition. This is because of many factors of which few, if any are controlable. Personally I believe that exposing a deaf child to all methods is a good approach. I think there is importance in the education no doubt. But there is also importance in communication with the majority. ASL while a beautiful language and an efficient means of communication, does have it's drawbacks. A deaf child is going to have a bit more of a load on his back than hearing children with regards to education not only in a bi bi program but also in a TC program. It's an extra load to have to learn two languages and a further load to have to learn speech. It's a tough road for these kids but with a TC approach I believe they will be better prepared for life in the real world.
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Exposing to all methods does not necessarily exposing to all methods simultaneously. It is not an extra load cognitively if they are not exposed simultaneously. Imagine 2 teachers in front of a hearing class room teaching algebra and history at exactly the same time. Would you come away with sufficient understanding of either? Of course not. It requires a form of splint attention of which people simply are not capable cognitively. One cannot give full attention to 2 things that require that degree of concentration at once. Think of it this way: When you are driving in a familiar area, it is easy to carry on a conversation with a passenger and navigate your car through the roads at the same time. But if you are in an area of heavy traffic, unfamiliar with the area, and looking for a specific address, you cannot continue to carry on a conversation and drive at the same time. You will stop talking, and use your cognitive powers to accomplish the task of negotiating the heavy traffic and looking for the address you need. Once the traffic thins out, and you are back in familiar territory, you can resume your talking and driving at the same time. It is the same thing in a classroom. If we expect children to learn well, we cannot place them in a situation that creates a cognitiveoverload, and expect them to give full attention to 2 tasks that require split attention.