How do the major instructional methods for deaf children kids differ, and should communication style matter?
607713
The best instructional method probably depends upon the nature of the deafness. Is it the organ (anvil, hammer, etc...), the cortex, or hearing loss due to environmental factors? Some deaf people can hear pretty well via bone conduction, IF they know what sound is. ASL and common gestures are things we all should know. For example, if your deaf but hungry, you should lean your head back, open your mouth, and point down your throat.
54314
-How does your child learn best (visually, orally, kinesthetically)?\n-Is there anything your child is especially interested in?\n-Is there anything you think I should know in partciular about your child?
202378
Interactive play and comforting behaviors help enormously to bring this type of child out.\n\nThe use of ASL is a great idea, but should be kept as informal as possible in order to avoid pushing the child to oppositional behaviors (since he's already defiant of society in his refusal to communicate orally).\n\nDoes the child have cognitive differences? Does the child allow other methods of communication? Does the child show an interest in any social activity?\n\nIt has been my experience that most children exhibiting some form of anti-social behavior are in fact in need of 'empathetic parenting'.\n\nA teacher can do this and maintain her professional stance by shoulder touches, meaningful smiles and by creating a more natural learning environment which gives room for alternative behaviors and encourages basic curiosity and fairness.\n\nGood luck. I hope you are able to reach him.
798556
I learned sign language from a deaf teacher. it was thew best way becuase there was only one way to communicate. its the same way i learned spanish as a kid. just have someone only speak english to you
115597
I would start by getting as well informed as possible about hearing impairment. Then, I would choose age appropriate readings and then wait for questions by the child. This will also show your child how useful and enjoyable reading can be! Here are some reading suggestions and comments:\n\n"Anna’s Silent World" by Bernard Wolf takes the reader through a typical day in Anna’s, a deaf six-year-old, life.  It explains that even though Anna is deaf, she still does things much like other children.  Any elementary-age student should read or have this book read to them.   \n\n"Seeing Things My Way" by Alden R. Carter. A fully illustrated book about Amanda and her visual impairment. Explains in easy to read text her experiences and expectations including use of CCTV and Braille.\n\n"You and Your Deaf Child: a Self-Help Guide for Parents of Deaf and Hard-of-Hearing Children"  A resource book that parents can use when dealing with feelings about hearing loss and the implications it may have on family life. Includes reference materials covering language systems, family communications behavior and educational placement, plus more.\n\n"Kid-Friendly Parenting With Deaf and Hard of Hearing Children: A Treasury of Fun Activities toward Better Behavior" by Daria Medwid and Denise Chapman Weston\nA step-by-step guide offering hundreds of ideas and methods designed to work with children ages 3 to 12 to enhance communication and strengthen relationship in skillful, fun ways.\n\n"I Can Sign My ABC’s" by Laura McCaul and Susan Chaplin, Illustrated , Full-color picture book with 26 signs-one for each letter-with manual alphabet, hand shape, a picture, the name and sign of a simple object beginning with that letter. Ideal book for teaching young children the alphabet.\n\n"My Signing Book of Numbers" by Patricia Bellan Gillen\nThis full-color picture book helps children learn their numbers in sign language. Each two-page spread has the appropriate number of things or creatures for the numbers 0-20. Signs for 30,40, etc. to 100 and instructions on "how to" are included.\n\n"I’m Deaf and It’s Okay" by L. Aseltiine, E. Mueller & N. Tait, Pictures by H. Cogancherry. How this little boy copes with the frustrations of deafness at play and at home.\n\n"My First Book Of Sign" By Patricia Bellen Gillen, Pamela J. Baker, Illustrated. A full color alphabet book, giving the sign for 150 words most frequently used by young people. Word choices based on early language acquisition. Appropriate for children beginning to read.\n\n"Choices in Deafness: A Parents’ Guide" Edited by Sue Schwartz. Ph.D.  A clear thorough, reassuring book that will help parents make the best choices. Written by professional, with frank personal accounts by parents.\n\n"The Silent Garden, Raising your Deaf Child", Second Edition\nPaul W. Ogden.  An up to date reference comprising all the bits and pieces of advice, encouragement and hard data that parents might need in order to make decisions that will enable their children to grow into strong, healthy and productive members of society.\n\n"Raising and Educating a Deaf Child" by Marc Marschark\nA comprehensive guide to the choices, controversies, and decisions faced by parents and educators. Although written by a researcher, the language and explanations of complex issues are clear and easy to understand.\n\n"A Parents’ Guide To Middle Ear Infections" by D.S. Davis,M.A., CCC-A  Answering questions about ear infections in understandable terms. Anatomy, physiology, coping at home and socially.\n\n"Psychological Development of Deaf Children" by Marc Marschark.  Beginning with the nature and scope of deafness the author integrated 30 years of information to identify in what functionally significant way deafness affects the course of child development.\n\nArthur, C. (1979). My Sister's Silent
471198
I really depends on if you are auditory (learn better by hearing and speaking) or visual (learn better by reading and writing). \n\nI feel that many auditory students have trouble learning. I was that way. I was working just to make 'C's in High School and the beginning of College. One day I was driving to school and I realized that I knew every word to the music I was singing. I didn't even try to memorize the music. \n\nI though I wish I could do the same with my school work. Well I ended up reading my whole chapters to tape. Then I listened to the tape again and again. Remember I learn better by listening, so when I am reading I don't learn as well. That means that when I am reading the book to tape I am not learning as much. Later when I listen to the tape, I learned a lot better.\n\nTry it, tell me how it goes.
760413
This issue is a common one and is often discussed in schools and by parents and teachers.\n\nIt very much depends upon how the mainstreaming is done. It also depends upon the needs of the individual and the resources available in the system. There is definitive solution to the issue, no easy answer to your question, and unfortunately most people are either strongly pro or strongly con, and often don't see shades of grey. Also are you looking for the information from the perspective of a student, a parent, or a teacher? The perspectives tend to be quite different sometimes.\n\nSome of the postive effcts would be that the student theoretically has the opportunity to make more friends and participate in more activities. This is certainly true if mainstreaming is done in a careful and caring manner. Students who are mainstreamed have to learn to live by the same rules as other students. Other children become more accepting of students with disabilities. Everyone learns to respect each other's differences, and it should lead to a more tolertant and accepting society overall. Generally in the years since IDEA, students with disabilties have shown improvements in standardized test scores, better social and communication skills, better knowledge of the world and are better prepared for post-school experiences.\n\nSome people say that mainstreaming lowers standards in the regular classroom. It may not always be possible to meet the needs of students with disabilities in the regular classroom. Classroom teachers do not necessarily have the background or skills to address different disabiities. Some students with disabilities need very specific programming that cannot be delivered effectively in the regular classroom. Some people believe that kids with disabilities fall further behind as a result of mainstreaming because they can't get the amount or quality of attention they need.\n\nThe key is appropriate training of classroom teachers, good specific programming for the students with disabilities, and resources to properly support classroom teachers in implementing mainstreaming. \n\nI've tried to give an overview of both sides.
173734
No, I don't think it is detrimental at all.  It teaches them that different behavior is expected in different places and at different times for different reasons.  It contributes to safety when there are a lot of children together.  It helps them learn that there are routines and structure in their world.  It allows for instructions to be given and heard more easily.  It is less likely that any child will become confused or lost - they are sort of playing "follow the leader".
810
From what I've learned in linguistics, no (spoken) language is "easier" or "harder" for children to learn. They all learn their native language at the same speed.\n\n(Written language is another matter, of course.)
135835
Basically it is natural but how to find out learning style? Check your son if he says words like:\n\nI can (see) photo, that (looks) great or I get the (picture). If he does he is visual learner. \n\nIf he uses I can (hear), (listen) to me, thats (sound) great\nthen he is auditory learner.\n\nThird case, if he says bat is in my (grip), I am unable to (handle) it, I (feel) great then he is kinesthetic learner.\n\nBut bad luck in our education system teacher treat all students in the same manners. Regardless his or her learning style and that cause problem.
705801
both and neither. it teaches phoenetics. a form of word identification that leads to being able to read. some kids are site readers in which they more or less memorize words rather than why they are pronounced the way they are. teaching phonics by itself backfires b/c kids try to spell words how they sound and the english language doesn't work that way. A good combination of phonics and site needs to be taught for any real gain.
81392
I have a friend that never learned his phonetix, he's really terrible at english and actually got disability benefits.\n\n\nIt's very problematic. It will take limited time to teach kids perfect phonetics, it's just a matter of patience and memorization.
185888
If you take the same lesson plan that was devised for older students and simply resolve to spend more time explaining and demonstrating to the younger kids, will that work?  I hate to think there's anything the younger ones can't do, although grant you they won't do it with the polish of the older kids.  Please tell me we are not talking about the idea that safety is a major factor in the difference; having to use blunt-end scissors, no small parts they can swallow, and all that garbage.  A major problem when I was a kid was too boring, so the idea of working on something originally designed for older kids would have thrilled me no end.
1011057
You'll be just fine. Talking in front of kids is different than talking in front of adults. Once you do it a few times you will get used to it. Maybe you could try observing a class, or substituting to help you get over this.
354382
I have a student with hearing loss, and I can tell you easily that a day in the life of a hearing impaired person is just like the day in the life of anyone else, except...\n\nAlways sitting up front in class to be able to see the teacher's lips, or watching the sign language interpreter (how would you feel almost always having a grown up hang out right next to you?).\nDifficulty with spelling.\nMissing the cool things that happen behind you because you don't hear the sounds that tell everyone else something cool is happening... and only catching it if you happen to see other people orienting on it.\nMissing out on the true beauty of music, bird song, etc.\nHeightened awareness and appreciation of visual, tactile, and other non-auditory sensory information.\nIncreased impatience from the people around you, who quickly learn to see you as YOU, who then pretty much forget you have hearing loss (after all, it is not something visible), and then get upset when you didn't hear them talking, giving instructions, etc. (teachers, hopefully, are professional enough not to get impatient and to always be concentrating on orienting themselves to face a student with hearing impairments so that he/she can lip read effectively).\n\nIf you really want to know, get earplugs and walk around with them in all day for about a week.
419878
ASL is often offered through local colleges. It is very easy to learn and easy to retain. I learned ASL from 3rd through 8th grade as my school had a large deaf population. I still remember a bulk of the signs years later without any practice.
608454
Not particularly well.\n\nWhen I was in school, we were taught phonics, sentence structure, etc.  The current way of teaching is called whole language learning.  They throw out the basics and try to teach kids by making them read then using what they read to teach them about the language.\n\nIt's not working.  You can't build a structure without a firm foundation and the schools are trying to hang diplomas on walls that are barely upright because they have no base.