deaf student

Public Law 94-142/IDEA

Education of All Handicapped Children Act in 1975.

Later renamed the Individuals with Disabilities Education Act

This federal law mandated that every child with a disability had the right to a free and appropriate education alongside peers without disabilities. 

Self-contained classroom

IDEA led to a net growth in the number of deaf students being educated in public schools either in a self contained classroom program or in a general education classroom with support services.

Teaching a group of homogeneous deaf students in a single classroom. 

Resource room

- More commonly seen at the high school level.

- A small room with 1 to 6 students at the most.

Itinerant teacher

Most directly instruct between 8 to 12 students and consult on 6 to 18 additional students spread across 5 to 9 different schools. 

Result: they spend a lot of time driving. 

Team teaching

AKA co-teaching involves a general education teacher and a teacher of the deaf teaching a group of hearing and deaf children.

-Smaller class of about 25

-5 or 6 deaf with 15 hearing

-Teacher of the deaf tends to take on the responsibilty of implementing the deaf students IEP's

incidentally

In the hearing world, a lot of information is transmitted incidentally. 

A way in which hearing children gather information, that deaf children do not. 

Direct experience is not difficult for the hearing child to come by because it is not omnidirectional.

vicarious

Deaf children with hearing parents are cut off from vicarious and direct experience in a number of ways. 

Makes deafness a communication problem in the long term sense of depriving many deaf children of access to necessary experiences and information.

authentic experiences

schema

self-expression

- An opportunity to practice elaborate verbal skills.

- An opportunity for definition and refinement of ideas.

ACSLEESP

1. Awareness

2. Cooperative Learning

3. Science Talk

4. Language Experience

5. Empowerment

6. Engagement

7. Socialization

8. Portfolio Assesment

How does cooperative learning support the development of a student’s language skills?

List the four types of deaf students described by Kluwin and Stinson (1993).

1. Students with moderate hearing loss, intelligible speech, above average achievement, and placed in a general classroom without an interpreter.

2. Students reading on grade level with a more severe hearing loss but have intelligible speech and use assistive listening devices and an interpreter. 

3. Profoundly deaf student who are reading below grade level who have a mix of placements. Prefer signs but will use speech as appropriate. 

4. Less able students with severe hearing loss whose family has never adjusted or responded to the diagnosis of the hearing loss. These students read considerably below grade level. 

What did Moores, Kluwin and Mertens (1985) and Kluwin & Gaustad (1992) find about communication practices within the family?

They found that communiction options varied.

Common options include:

- Speech(English or 2nd language)

- Audition

- Sign communication (ASL, SEE, etc.)

- Fingerspelling or Cued Speech

How did residential school enrollment change from 1940’s to 1960’s?

How did IDEA change enrollment at the residential schools?

Why does the author speculate students with cochlear implants will be educated in general education settings?

List the 4 themes of this text.

teachers should integrate across all teaching situations and instruction, central themes in their planning that will help deaf students gain the language and experiential background that they need for accessing and learning the curriculum. Four such themes are:

- Creating authentic Experiences

 - Integrating Vocabulary Development

- Creating opportunities for self expression

 - Providing deaf role models

Why does science appeal to deaf students?

What is science?

Science is about making sense of the world around us. 

Science is about discovery.

How can we give deaf children the linguistic tools for internalizing science concepts?

What types of resources should be a available in a reading center?

- Should be related to the science unit being taught

- Will need a collection of materials related to the theme of your unit. 

List the four challenges for Science Teacher for Deaf Students.

1. Deaf students need greater access to authentic learning experiences. 

2. Deaf children need vocabulary that is conducive to the acquistion of science concepts. 

3. Deaf children need opportunities to talk about science related matters with others. 

4. Deaf children need science role models. 

How can we give deaf children the linguistic tools for internalizing science concepts?

The more language children know and the larger the vocabulary they possess the greater "flexibility and ability to construct and reconstruct meanings" they will have (Scott, 1992, p. iv).

In other words, children are active in their learning process and require the linguistic tools that will facilitate this process. 

List the six elements of a unit plan.

How can you keep students informed about what is happening with a science experiment?

1. Draw a chart that contains labels and descriptions of all of the relevant parts of the experiment.

2. Describe the experiment to the students verbally and have them describe back to you the key elements of the experiment. good strategy testing understanding.

3. Write out the steps in the experiment and have the students describe to one another what they think the experiment is about. 

4. Demonstrate and describe the steps in the experiment and have the students write the experiment out. 

Why would you fingerspell words during a science lesson?

While engaging students in science talk, how do you help students develop a sense of how to answer a question?

- it helps if the teacher models how questions are asked and answered. 

- Teacher should assume the role of a scientist and answer some of the questions. This allows the teacher to model the language related to responding to questions. 

Post these 5 steps to answering questions:

1. What is the question?

2. What do I need to know to answer the question?

3. How can I go about finding the answer?

4. Where do I go to get the information that I need to answer the question?

5. Am I ready to answer the question?

Why should a teacher write down a list of questions before you begin an experiment?

In order to prepare for the experiment and as an intorduction to the experiment. 

Studies show that teachers tend to do most of the talking and ask very few questions. By creating a list of quesitons a teacher can avoid this. 

How can you create authentic experiences without leaving the school site?

- A walk around the school to identify growing plants. 

- Planning an in class experiment where the children are responsible for bringing some of the required materials. 

Ten important emphases in teaching science to deaf students:

#1 Cognitive Engagement:

Minds-on activities

- Students will answer questions, formulate hypotheses, and develop science process skills. 

- Activities will strengthen both short term memory and long term memory. 

Ten important emphases in teaching science to deaf students:

#2 Critical Thinking:

- Encouraging students to make decisions based on their thinking.

- Ask students questions constantly.

Ten important emphases in teaching science to deaf students:

#3 Literacy:

Science and English literacy should be developed together by incorporating writing-to-learn activities. 

Ten important emphases in teaching science to deaf students:

#4 Content Knowledge:

knowledge of content by teachers is perceived as the most important characteristic of an effective teacher. 

Know your shit!!!

Ten important emphases in teaching science to deaf students:

#5 Self-esteem :

Using activities that will inform and inspire.

Deaf contributions to science. 

Deaf role models. 

Ten important emphases in teaching science to deaf students:

#6 High Expectations:

Establish high expectations for your deaf students.

It will make a difference. 

Ten important emphases in teaching science to deaf students:

#7 Variety of Experiences :

Avoid constant lecturing.

Provide a variety of activities.

(experimental, cooperative, experiential, relating science to everyday lives, etc.)

Ten important emphases in teaching science to deaf students:

#8 Communication with students :

Learning as a process of dialogue may be enhanced by establishing rapport with the students and knowing how best to communicate with them. 

Ten important emphases in teaching science to deaf students:

#9 Technology :

- Can bring access to science.

- It can be a learning tool.

- And Importantly using tech will prepare deaf students to be aware of the complex roles tech plays in our world.

Ten important emphases in teaching science to deaf students:

#10 Action Research :

This can take the form of a science teacher attempting new strategies and informally evaluating their effectiveness and following up with modifications in the process of seeking the most effective ways to educate particular students or groups. 

A container of evidence of a person's skills.

List and define the 5 indicators of student progress that can be used in a portfolio assessment of a science unit.

1. Vocabulary Chart

2. Writing Samples

3. Concept Maps

4. Presentations

5. Journal writing or student log books