Search

The article discusses a report by the Education Policy Institute and he National Deaf Children's Society, which found significant attainment gaps for deaf children in England throughout their time in education. It mentions that the report revealed that, on average, deaf children were almost a year and a half of learning behind their classmates without any special needs by their General Certificate of Secondary Educations in 2019.

The first institutions for children classified as 'deaf-mute' were established in Switzerland at the beginning of the 19th century. The administrative intervention, based on enlightened thinking, was intended to educate deaf children in order to turn them into useful members of society via temporary social exclusion. This essay considers related problems by focusing on the Taubstummenanstalt Hohenrain, Canton Lucerne, from 1847 to 1942. It examines how social normality was defined and negotiated ex negativo in an institutional context. Based on the premise of the mutual organization of discourse and practice, it shows how in the field of educating the deaf a medical premise displaced the primary pedagogically motivated discourse. This had a major impact not only on the discourse, but also on the administrative practice of the care homes for the 'deaf-mute'. By the end of the 19th century deafness was more and more considered as a disease; the focus of institutional approach was on healing or at least on therapy of deafness. This resulted not only in an increased marginalisation and discrimination of deaf people, but also had implications for identity-building processes. [ABSTRACT FROM AUTHOR]

El artículo presenta información sobre el Instituto Pedagógico para Problemas de Lenguaje I.A.P. (IPPLIAP) en la Ciudad de México, México, a través de la historia de Tamara Tello Quezada, una chica sorda de 22 años que asistió al Instituto. Se explica la importancia de escuelas como el IPPLIAP en asegurar un futuro completo y satisfactorio, particularmente por su enseñanza del lenguaje de señas.

In this article, we describe Phase 1 of development and field testing of Cornerstones, an approach to classroom literacy instruction for young deaf and hard-of-hearing children that utilizes an educational television program and other engaging media components. The findings of the field test are being used to assist in the development of a more rigorous experimental design for Phase 2. We discuss the evaluation of the Cornerstones approach, specifically its components, feasibility of use in the classroom, and effectiveness. With respect to effectiveness, we focus on presenting findings related to the word-knowledge aspect, because of this aspect's strong relationship to and influence on the development of background knowledge and reading comprehension. Results indicate that when teachers use instructional techniques based on the knowledge model of vocabulary development, along with technology supports, students develop in-depth knowledge of words. We note that after the field test, all teachers continued to incorporate aspects of the Cornerstones approach and sample lessons in their everyday teaching practices. This seems to support the value and feasibility of the Cornerstones approach for classroom use. [ABSTRACT FROM AUTHOR]

Offers information on education for deaf students in the United States. Average age deafness is confirmed in children; Controversy surrounding the various ways suitable to educate such children; Changes which came about in the sign language concept; Other methods of educating children used in other countries; Why some teachers oppose using sign language; Reference to the Individuals with Disabilities Act, 1990. INSET: Defining deafness.

The article provides information on the book "How to Educate the Deaf and Dumb," by J. Copleston. The book is based on a short exposition of the proposed plan for the establishment of Day-schools for teaching the deaf and dumb to speak by means of articulation and lip reading. The book is related to the controversy now going in England and in New England respecting the proper mode of educating deaf-mute children. It is curious to notice what has led to so wide a difference between the methods of teaching deaf-mutes in England and in the U.S. Articulation, though favored by a few, was ignored and disowned by the directors of the American Asylum, in whose policy all the American schools substantially agreed.

The article focuses on the role of interpreters for the deaf on individualized education programs (IEPs) in the U.S. According to the U.S. Department of Education an IEP describes the educational program designed to meet the unique needs of children. The parts of an IEP are outlined which include current performance, special education and participation with non-disabled students.

Profiles Gerry Shawa, a native Chicagoan who is married to a Palestinian and has lived in the Gaza Strip since 1972. Her work for the United Nations-sponsored Child Development Center there; The Atfaluna Center for Deaf Children she started there; Why Atfaluna is exceptional; Shawa's background.

The article informs on a survey conducted by Great Britain British Association of Teachers of the Deaf, according to which specialist teachers for deaf children are battling stress, workloads and excessive hours. It informs that National Deaf Children's Society is insisting for special educational needs reforms in order to preventing wellbeing of teachers. It mentions views of Susan Daniels, Chief Executive of the National Deaf Children's Society on providing education of deaf children.

Reports that Carol Wideman, president of Seamless Solutions of Orlando, Florida helped develop a three-dimensional computer-generated figure called Mona that can articulate spoken words into sign language. How Mona can be used to help deaf children learn written language.

The article acknowledges twin sisters Mary Jeanne Madeleine and Mary Francis Terese of the Third Order of St. Francis of Assisi at Cardinal Stritch College in Milwaukee, Wisconsin for their remarkable feats through the use of music. The sisters have been almost blind from birth but that disability was never an obstruction from the time they learn Braille music to the time they teach the deaf at St. John's School for the Deaf. Their big dream, according to Sister Francis Terese, is to have a school for the blind at their area.

The article presents a report on a research published by the Consortium for Research in Deaf Education supported by the National Deaf Children's Society that have revealed a system for supporting England's 45,000 deafchildren. The research indicated a 31 percent increase in the number of deaf children that councils had a legal duty to assess and provide support for these children. Susan Daniels, the Chief Executive of the National Deaf Children's Society talks about the support program.

An interview with author Norbert Nathanson is presented. He focuses his job at the television station WQED in Pittsburgh, Pennsylvania, his interest in art and drawing, and his attempt to teach deaf children with television as part of a master's degree program at New York University. He discusses disabilities which he was born with and his decision to have a double amputation. He also reflects on his memoir "A Secretly Handicapped Man."

The article offers suggestions to parents having deaf children on how to deal with the issue of communication. It discusses the decisions of parents for communication methods and educational placement options, the need for meaningful communication and pathological models of deafness. It mentions organizations in the U.S. that help parents of deaf children including the American Society for Deaf Children (ASDC), the National Cued Speech Association and the National Association of the Deaf (NAD).

The author discusses the design categories for designing schools for deaf and hearing-impaired students in the U.S. The author states the need to provide transparency by creating direct visual connections throughout the interior and exterior of buildings. The author notes the optimization of the lines of sight and light distribution. The author mentions the design that fosters sense of community.

The article offers information on topics related to primary education in Great Britain such as the study on the lack of language and social skills of four and five year old children when beginning school, the writing levels by five years old deaf children, and the Standard Assessment Tasks (Sats).

The article discusses a report by the World Health Organisation (WHO) about deaf children throughout the world. According to the study, providing children with the right care and support at school can mean the difference between them reaching their potential and falling behind their peers. It also relates a survey by the Consortium for Research in Deaf Education which indicated the rise of deaf children in Great Britain.

Se presenta un modelo para la intervención logopédica temprana en niños sordos, centrado en la familia y basado en la cooperación. Se aconseja que los profesionales estén conscientes del estado emotivo de los miembros de familia, que los proporcionen información adecuada de manera oportuna y que los ayuden a comprender el proceso de la educación de sus niños.

Se tratan sistemas de comunicación FM en la educación de los niños sordos. Se explica que con estos sistemas se transmita directamente a los oídos de los alumnos la voz del profesor, eliminando problemas causados por la distancia, reverberación y ruido. Se mencionan varios usos para los sistemas FM, entre ellos en escuelas de niños hipoacúsicos, escuelas integradas y rehabilitación auditiva.

The article reports on programs within U.S. schools for the deaf to serve students with other disabilities in addition to deafness. The California School for the Deaf, in Fremont, will begin a day program for students with multiple disabilities including deafness in January 2008. The program was established as a result of a lawsuit involving a deaf teenage girl with autism. Information on state schools for the deaf, funding for them, and students who attend them is included.

Reports on efforts at the Jubilee school in the south London borough of Lambeth to include deaf children in the life of the school. Description of the state-of-the-art architecture of the school, with its special facilities for accommodating the deaf or hearing-impaired students; Highlights of deaf awareness workshops; Impact of the lack of sound on learning to write; Barriers for deaf people.

Focuses on the availability of special school support for deaf children in Europe. Satisfaction of the Scottish Executive to the performance of the local authorities in providing adequate and efficient education for deaf students; Need to improve school facilities; Upgrade of the quality of education.

Focuses on development programs designed by Massachusetts-based Clarke School for the Deaf/Center for Oral Education for its hearing-impaired students. Total number of students of the school; Information on the school's collaboration with their students' parents; Details on special events arranged by the school for its students.

The article presents graphs to analyze the impact of mild or moderate hearing loss on the education of children in Great Britain, and number of children with hearing impairment categorized under special educational need.

Deals with the teaching methods and technology that teach deaf children how to listen and speak. Details of a technique called `auditory evoked response'; Purpose of the technique; How the Deaf Education through Listening and Talking (DELTA) works; Background information about DELTA; Related case studies.

The article covers discussions regarding the attainment gap and deaf children in Great Britain held during the January 13, 2015 meeting of the British House of Commons. Particular attention is given to comments by member of Parliament Alison Seabeck in which she suggested that the academic achievement of deaf children was a health issue as well as one under the concern of the Department for Education.

A letter to the editor is presented in response to the article "Listen up" in the July 20, 2013, issue.

The article cites a story published in the May 2012 issue of the journal on the impact of the preschool single intake policy on hearing-impaired children in Australia.

The article focuses on the "Communication is the Key" report from Great Britain's Office for Standards in Education (Ofsted) related to the education provisions for deaf children. The report asserts that deafness should not cause any barrier to deaf children's educational attainment, and discusses the findings of a survey, conducted by Ofsted, revealing the role of effective communication and education support services in enhancing the educational achievement of deaf children.

The article focuses on various reports published by governmental departments of Great Britain. The "Independent Reviewer's Report on Higher Education," from the Cabinet Office addresses universities' role in combating social inequality and the report "Children with Special Educational Needs: An Analysis: 2012," from the Department of Education focuses on the educational needs of special children. The Office for Standards in Education's (Ofsted) report is on deaf children's communication needs.

The article offers news briefs related to education in Great Britain such as the launch of DVD series on language teaching in primary schools by the University of East Anglia, the expected release of a series of books featuring the characters in the Espresso Primary online resources, and the free teachers' pack created by Oxford University to assist deaf children in developing math skills.

The article reports on the caution of the National Deaf Children's Society (NDCS) that many schools are unfit for deaf children in Great Britain.

The article reports on a survey conducted by the National Deaf Children's Society (NDCS) which found a wide inequality in the numbers of specially trained teachers employed in various local authorities. INSET: A specialist will....

The article reports on the establishment of new school for deaf children in Afghanistan which is being worked together by nonprofit group in Denver, Colorado Mountain2Mountain with the Afghan National Association for the Deaf (ANAD).

The article reports that South Dakota (SD) legislators upheld SD Governor Michael Rounds' veto of a bill that would have required the state education department to establish programs to promote the education of deaf or hearing impaired children.

The article presents several views from literary educators concerning their big ideas which changed their understanding in their profession. Rebecca Burns, assistant professor of English for Speakers of Other Languages at the University of South Florida, shared her research findings on deaf children education. Debbie Dadey, children's book author, reminisced the challenges her adopted son from Romania experienced in school due to the language barrier. Leslie Van Meir emphasized goal setting.

The article discusses inspectors with the British Office for Standards of Education (OFSTED), only four of which are trained to evaluate education for deaf children. OFSTED has been criticized by the Royal Institute for Deaf People and the National Deaf Children's Society (NDCS) because of this. Brian Gale of the NDCS comments on the need for more inspectors to be trained to deal with deaf students. INSET: How they fare.

The article discusses the British National Deaf Children's Society (NDCS) and its evaluation of the acoustics of school buildings. NDCS feels that children with special educational needs or limited English proficient students are being hurt by the poor acoustical qualities of classrooms. Through the Building Schools for the Future program it was also found that many schools were failing in this aspect.

The article reports on the possible closure of a specialist pre-school and family center for deaf children in Bradford, England in July 2009 unless funding is found to save it. According to the Elizabeth Foundation, it can no longer afford the £150,000 annual running costs of the center. The Bradford center depends on contributions from parents and receives no local authority funding.

The article discusses educational literature received by the journal. Volume 19, issue 3 of the periodical "Curriculum Journal" contains information on teacher education. Volume 31, issue 4 of the periodical "Journal of Research in Reading" presents information on the reading instruction of deaf children. Volume 6, issue 3 of the periodical "Theory and Research in Education" contains an article on the endorsement by the British School Admissions Code for using lotteries for school enrollment.

The article focuses on effective teaching for deaf students. It explains that teachers should always speak facing the class so the students can read lips. Other recommendations from the National Deaf Children's Society (NDCS) are offered and include not speaking while writing on the board, making sure key concepts are written on the board, and using videos and other aids when possible.

The article presents information about sex education for deaf children in Great Britain. It explains that Manchester University has created a program in which the parents of deaf children are interviewed and the level of sex knowledge in the children is evaluated. Comments from Sarah Suter, the leader of the research, are also included.

The article reports on the approval to open the sign language school for deaf children Misei Gakuen, which has been started by the nonprofit organization Bilingual Bicultural Education Center for Deaf Children (BBED) in Japan. Prior to the approval, students at Tatsunoko Gakuen have not been given diplomas because sign language based education was not accepted by the ministry of education. The school would offer bilingual and bicultural education through Japanese sign language.

The article presents information helpful to British teachers whose class includes deaf or hearing impaired students. The author describes two resource packets from the National Deaf Children's Society (NDCS) to help schools become more aware of these students' needs. He explains the two packets, one of which focuses on learning environment and aids for learning and the other on curriculum activities and practical strategies. He notes that "Learn to Sign" week is October 1-6, 2007.

This article reports on a program at Echo Horizon School (EHS) in California to mainstream its deaf or hearing impaired students in an inclusive environment with the help of the Echo Center, a program founded by parents, educators and community leaders. The Center teaches the auditory-oral approach in tandem support of the student academics. Self-reliance and mutual respect are fostered through the program and the majority of EHS students matriculate to top college preparatory schools.

The article focuses on the efforts of headteacher David Muir, from Great Britain, who rescued the Doncaster School for the Deaf from being closed. Muir hired teachers who believed in high-quality special education for the deaf. The staff gave students choices, time outs and a "respect agenda." Details are given for coping under pressure. INSET: Surviving under pressure.