State Summary Report of Data from 2003-2004: Annual Survey of Deaf and Hard of H

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loml

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These stats are interesting. I believe there is one for each state.

gri.gallaudet.edu/Demographics/States/2004
 

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Boult, thanks for the link. Truly depressing statistics, especially for DHH people contemplating the Teacher of the Deaf profession. Now I know why it's been difficult for me in trying to secure a Teacher of the Deaf job here in the local school district.
 
Eyeth,

Would you please clarify your statement?

Truly depressing statistics, especially for DHH people contemplating the Teacher of the Deaf profession. Now I know why it's been difficult for me in trying to secure a Teacher of the Deaf job here in the local school district.
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Myself, I felt it was extremely interesting to read the preferred communication modes.

P.S. Thank you Boult, as always helping me. :)
 
loml said:
Would you please clarify your statement?
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Let's take the 2005 GRI DHH population survey;

There are roughly 1,800 DHH students in the entire state of Florida. The state school, I'm assuming, would take half that amount. That leaves only 900 DHH students for the rest of the state. The numbers are next to miniscule, when compared to the general student population statewide numbering well into a million.

Roughly 1,000 DHH students use sign & speech, or sign only, in their education. Again, I assume the bulk of the 'signers' are at the state residential school for the Deaf, perhaps as high as 70%, leaving roughly 300 DHH students in mainstreamed programs. Another statistic, roughly 570 DHH students are in self-contained classrooms in mainstream schools.

There seems to be no county breakdown of such figures; it would have been nice to know how my school district's DHH numbers shape up with the rest of the state.

And keep in mind that there still remains quite a bit of Teachers of the Deaf in Florida. I don't have any numbers, but let's say there aren't enough jobs. And colleges are still minting new Teachers of the Deaf every year.

I believe in the ASL philosophy in Deaf education. There are not a lot of mainstreamed settings that will accommodate individuals who believe in ASL and will use it in the classroom. The numbers simply aren't there, and the Teachers of the Deaf who are currently employed, they get reassigned, retire, or just won't leave.

I'll keep on trying, though. It's either that, or go to the state residential school for the Deaf for gainful employment. Even then, I have concerns about its long-term survival. Only 41 DHH students under age of 3 were identified through early intervention efforts. That's not a misprint. Out of thousands born in our state, a tiny amount of them had hearing losses.

At least I do have another career path to fall back on, but it's not looking so hot, either! :( Wish me luck, eh?
 
yo this population is "students" not the general population

I rather know the stats on the general deaf population including students ofc too :) but yes its very informative
 
Eyeth,

Interesting analysis. :) I wondering, in your area, are there any early intervention programs etc. that incorporate a similiar philosophy?

Have you considered adding Cued English/Cued Speech to your talents?

ASL and Cued English/Cued Speech work wonderfully together.

i just recently learned CS 1 1/2 years ago. I am 20 years old and attend Roger Williams University. I used CS in the classroom and it has been great. I love it and advocate its use for any deaf child beginning the journey to language. Its simple, easy to learn and its visual. I do love ASL as well tho, but find ASL is better for me in social situations and CS better in the academic setting. Anyhow, i am from CT and attend school in RI.
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http://deafness.about.com/od/cuedspeech/a/cuesuccess.htm

How can I learn to cue?
Cued Speech instruction is available throughout the U.S. from a network of certified instructors. Cue Camps are a popular way for families and professionals to develop their cueing skills. Videotape lessons are available.

Cued Speech Resources
National Cued Speech Association/ Information Center
800-459-3529
CuedSpDisc@aol.com
23970 Hermitage Road
Shaker Heights, Ohio 44122
web7.mit.edu/CuedSpeech/NCSA/
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http://www.netac.rit.edu/publication/tipsheet/cuedspchb.html

I wish you luck! :)
 
I was admittedly a bit shocked to see that my home state (Illinois) was almost 50% oral programs. I can't believe how much things have changed in the past several years.
 
Indeed ayala920, do you suppose the percentage of oral has something to do with mainstreaming?

From the data, it does not appear to me that CI is directly linked to this. hmmmmmm.... interesting as to which programme seems to be having the largest enrollment. I would dearly love to see literacy data.

:)
 
loml said:
Indeed ayala920, do you suppose the percentage of oral has something to do with mainstreaming?

From the data, it does not appear to me that CI is directly linked to this. hmmmmmm.... interesting as to which programme seems to be having the largest enrollment. I would dearly love to see literacy data.

:)
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That is exactly what I was wishing for!!! I'd love to do my own research along those lines.

Indeed, I'm thinking a lot of it has to do with the abolition of deaf programs in favor of fully mainstreamed or oral programs. When I was in elementary school in the early-mid nineties, we had a program with about 50 deaf students (varied from year to year, of course). A few years after I left, the program moved to another school in our district, cutting the funding for their pre-k, kindergarten, first and second grade program. By the time I left high school, the program had decreased in size so drastically that it was cut completely.

It was frustrating for me to watch the collapse of what had been a really good program. The teachers were smart and damn good at their jobs, and those students without additional disabilities acceled. Almost all of the people I knew back then are in college now, they're all at least at grade level for reading and writing, and they're succeeding. Part of the success, I believe, is because those teachers worked with the same group of kids from the time they were 3 until they were 11. When the program shifted and began accepting only those 3rd grade and up, the educational level declined sharply, because many of the students coming in came from bad situations and were several years behind. Even the best teacher cannot completely reform a child in 3 years.
 
do you suppose the percentage of oral has something to do with mainstreaming?

From the data, it does not appear to me that CI is directly linked to this. hmmmmmm.... interesting as to which programme seems to be having the largest enrollment
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On the other hand......an oral ed doesn't mean that the parents don't want their dhh kids to learn ASL......just that they want them to learn English first.
 
ayala920
That is exactly what I was wishing for!!! I'd love to do my own research along those lines.
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In Canada the "Freedom Of Information and Privacy Act", affectionately call FOIPA(NOT) restricts obtaining any stats where there are less than 10 students (if my memory serves me correctly). Even if the stats were obtainable, I would question their validity. My local experience with deaf education tainted my view, and I was so discouraged I had to leave.

ayala920
It was frustrating for me to watch the collapse of what had been a really good program. The teachers were smart and damn good at their jobs, and those students without additional disabilities acceled
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Having staff that are committed to seeing their students achieve makes the world of difference.

ayala920
By the time I left high school, the program had decreased in size so drastically that it was cut completely
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.

The school in my location has a very low enrollment. In fact they cannot even offer some high schools courses anymore. IE: science programs

I do believe that there is ownous on the Deaf community for this happening, as they are not willing to embrace anything but ASL. This then spills over to the administration, who just continue to support a schooling philosphy that as yet has not proven to be successful in graduating students on par with hearing peers.

:dunno:

People always resist change.....
 
deafdyke said:
On the other hand......an oral ed doesn't mean that the parents don't want their dhh kids to learn ASL......just that they want them to learn English first.
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Agreeed deafdyke - it is a struggle for parents to figure out which comes first. They are bombarded by professionals, many who have been years in the buisness, whose programmes are the "right one". Unfortunately, these same professionals, do not want to admit that their programme may not be the "best choice". I wish they would leave their "pride" at the front door and give parents all the information that is out there.

jmo
 
I wish they would leave their "pride" at the front door and give parents all the information that is out there.
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Argreed!!!!! Like I really honestly think that if pro-oralists, changed their attitude towards ASL (like many pro-oralists ARE extremely audist about their methodology being THE ANSWER!!!!!!!!!!) and pushed oral as a skill, then that might decrease a lot of the anti-oralist sentiment among Deaf folks)
 
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