EducatorsInformation for Educators working with deaf children
Research at the National Technical Institute for the Deaf is shifting the way deaf students are being educated. Recent research suggests that even with qualified interpreters in the mainstreamed classroom, educators need to understand deaf children learn differently, are more visual, and often process information differently than their hearing peers.
For a child who is Deaf the decision on where a child will attend school can be a difficult decision to make. Parents have a continuum of options to chose from.
Have you ever wondered how your child’s classroom environment affects the ability to be a part of classroom discussions? When students do not have full access to information, they can easily fall behind. Whether children use an oral approach or utilize a sign language interpreter, they are faced with challenging situations. Speedy lectures, flashing powerpoint slides, reading along from books, looking at a computer while the teacher is simultaneously speaking, group discussions, multiple dialogues, epic stories requiring lengthy periods of concentration – each and all result from time to time in mental, emotional, and physical exhaustion.
There are many histories of Deaf education. It depends on who is telling the story. The story we are telling is a basic history from historians, documentation, and family. It, however, is just a glimmer of the history which actually must have occurred. Most historians agree that the true beginning of teaching children who are Deaf began in the sixteenth century in Spain
Learn what the ASDC Educational Membership can offer the deaf students in your school.
Recommended Articles for Educators
ASDC welcomes our newest Organizational Member, the Institute for Disabilities Research and Training, Inc. (IDRT). IDRT is dedicated to improving the lives of people with disabilities, their families, and service providers through research and development, training,...
A new academic article published in the June issue of Language argues for the necessity of teaching deaf children a sign language in their early years, even if they receive cochlear implants or other hearing aids.
Establishing a collection of data on Deaf children to track their yearly progress is essential. With over 90% of Deaf children attending public schools, the number of Deaf children who are falling through the cracks is of great concern.
Learn how fatigue affects deaf children.
Perhaps you are the heartbroken and feeling like you are under a gag rule, smart and articulate, educational interpreter in the Heartland. Or you know someone who is. If yes, what are your thoughts on this?
This article provides a brief overview of the Individuals with Disabilities Education Act (IDEA)
Have you ever wondered how your child’s classroom environment affects the ability to be a part of classroom discussions? This article discusses how to make mainstream classrooms deaf friendly.
The Registry of Interpreters for the Deaf, Inc., (RID) Standard Practice Paper provides specific information about the practice setting and is intended to raise awareness, educate and encourage sound basic methods of professional practice.
An overview of the 4 key components to a quality language program for deaf and hard of hearing children.
Schools for the Deaf can provide language-rich, high- quality educational and leadership opportunities where deaf and hard of hearing students and their families receive the services and support they like their hearing peers – are entitled to and so clearly deserve.