No, I mean language. The language is English. A deaf child does not have the "right" to any particular language. That is like saying that a child has the right to a particular religion or belief system. That isn't the case. That is a family's choice.
I'm sorry, but I believe audist means that some believes that hearing people are better than D/deaf people. How have I said anything close to that? I support families being allowed to choose the language their child learns, deaf or hearing. I certainly don't think my students or friends are smarter or better than someone who uses ASL. That would be like thinking that a French person is inherently better than a German because they speak a different language. That is absurd.
Yes, you're right. That is who I was referring to. They have NO other disabilties, and they went HARDCORE AVT, to the point where their mother SAT on them to get their CIs on ...AVT claims that it produces amazing results....but yet it ignores the kids who while they can hear and talk, are on a lower level or who are in the mainstream but are failing and have no friends...and yes, they were given intense intervention. Speech and hearing are only one part of the puzzle. After all if speech and hearing guarenteed success, all hearing people would be incredibily succesful.......and yes you're right....there's a mix of outcomes. However, I do know that one of the biggest issues isn't a particualar philosophy. The oral schools/programs are just as small as the signing deaf ones......it's about kids falling through the cracks. Sherri Farina, who is the president of a Dhh advocacy service in CA tells me that the biggest thing is kids falling through the cracks. The ORAL schools supported LEAD-K b/c GUESS what? They were seeing lots and lots of kids in their classes who were the result of falling through the cracks, and assuming that the mainstream,low dhh support setting was "best"
And you do realize that only a small percentage of Gally students attended a deaf school or a dhh program right? I know for a fact that the percentage of students there who were educated oral/mainstream/ AV style (meaning with little/no dhh specific supports) is very high.....and get off your fixtation with CIs. Nobody's saying that CIs are causing anything..... But yes, AVT or an AV style education DOES cause delays since an AV approach assumes that the mainstream educational enviorment is high quality. You do realize that we are in the middle of a huge educational reform debate over hearing schools right? If hearing schools need to be reformed then why do we worship them as a placement for dhh and other disabled kids?
Exactly. TeacheroftheDeaf, do you wear glasses? Imagine if we had an educational system that demanded that you couldn't use your glasses, and you couldn't use alterntive methods to learn, like Braille and books on tape, but you HAD to exclusively use your vision to learn. You wouldn't do so well b/c trying to function like a sighted person without glasses would be focusing on your weaknesses!
Well why doesn't a dhh kid have the right to as many tools in the toolbox as possible? Why is auditory oral/verbal so hyperfocused on trying to make a dhh kid function as normally as possible? Where does the resistance come from?
WTF! I am Jewish and my daughter wanted to go to an Unitarian church to see what it was like when she was a child and I let her go so she could decide what belief she wanted to follow. What century are you living in?? If my child was born HOH like me it would had been up to her which language she wanted to use and not me .
TeacheroftheDeaf doesn't seem to think children have any rights .
And that is why I support a dhh program housed at a public school as an option. Those can be excellent for audilogically or functionally HOH kids
Exactly! It's called being child centered. When dealing with dhh, blind/low vision and other conditions that require specialized techniques, methodologies, equiptment etc, a kid has a RIGHT to a variety of interventions, so they themselves can figure out which ones are helpful for THEM. You don't know what will/won't be useful until you try it. You don't want to look back in 10 or fifteen years and say " oh we should have done this or that." It's important to give kids the safety net and a variety of choices and options, so they can have a range of social, educational and life experiences.
By mainstreamed school, do you mean a dhh program? I'm with you! I support smart mainstreaming. Like a way to make sure that kids who are inclusion mainstreamed are in that placement appropreatily. Problem is that we assume that inclusion is ALWAYS the best placement for dhh and other low incidence kids!
I'm thinking either she's one of those well meaning but "can't see the forest for the trees" people who work with dhh or disabled kids b/c they're so enthralled with how CUTE they are or a troll Unfortunatly there's a subtype of teacher/professional who works with dhh or otherwise disabled kids b/c they are so enthralled with how cute the kids are, or that they're so excited about making a dhh or otherwise disabled kid NORMAL. They don't understand the value of a comprehensive approach, seeing specialized techniques, methodologies, etc as "not normal"
Shel