TBC News, Issue 67


from Revolutionizing Education for Deaf Children

"All they needed were better tools with which to communicate and learn, acceptance as perfect human beings, and “permission” to just be children with no special demands placed on them while they grow and build their strengths. With these strengths as a prerequisite, it seems each child eventually begins tackling ‐ through his/her own growing motivation and readiness ‐ those tasks that previously seemed unattainable, yet were the focus of Deaf children’s early education."

from NAD Position Paper on ASL and Bilingual Education

"Developments in the field of linguistics and an emerging body of research in education have validated the historical views of the NAD on ASL and its value in the education of Deaf children. The NAD believes that ASL is acquired through natural means by Deaf children, and that the inherent capability of children to acquire ASL should be recognized and used to enhance their development."

from Deaf and Hearing Teams

Janet: "Though we were given responsibility for five students each, we feel we both have ten students. We work together with their parents‐ she interprets for me when we meet with hearing parents who do not sign, and I clarify things when we meet with Deaf parents who use ASL. We have similar views on how we discipline our students. They know what to expect from both of us so they do not experience any conflicts."

Lynne: "We had already experienced enough with other Deaf and hearing co-workers to be aware and sensitive to each other, so the history of inequality between Deaf and hearing people really did not have an impact on our relationship; however, we recognize its seriousness and affect on achieving equity in the work place. When we are uncomfortable with one another, we check with one another first, before we go any further. Sometimes we disagree. But we do not get upset and react for we trust one another."

from Deaf Girl Misses Out Too Much

"I am her sign language interpreter. I stand at the front of the class, poised to begin signing whenever she looks at me, but she doesn’t; she is resting her eyes on the sky outside the window. When at last she does turn her face, it is not to see what her classmates are saying but to chat with me about her weekend, about the book I am reading, about her dog, my sweater, anything. She is hungry for communication and chooses me ‐ an adult satellite paid to follow her through the school day ‐ rather than her peers, who do not speak her language."

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