Posting #8: Chapters 28-29

Chapter 28:

I really liked that Clerc and Gallaudet taught their students hard things, they had an “emphasis on the tough stuff-reading and writing” (pg.170). The authors later state that they think that the “criticism that schools for the deaf are not giving students enough training in literacy has some validity” (pg. 171). When talking about the early teachers of the American deaf they were said, “They taught, making themselves understandable to their students, using the simplest, most basic equipment, and their knowledge, experience, empathy, and drive” (pg.171). In order to improve on deaf literacy the authors say, “What schools can do is to emphasize literacy as a primary goal- and to act on it” (pg.172). I agree with them.

If I had a deaf child I would want to hire a private tutor who was certified to teach my child while they were younger and first learning ASL. That way they would be able to start school already knowing a language. When it came time to choose a school for my child, I like the idea of sending them to a charter school. Before reading this chapter I didn’t really understand what a charter school was. I thought the book provided me with a better understanding of it by summing it up like this, “A charter school is a private school incorporated and owned by the parents and teachers. Such a school is directly answerable to the parents for the progress and well-being of its students” (pg.173).

I like that it seems to really focus on the deaf children and their growth and development instead of just throwing them into a classroom where they may or may not even have an interpreter. If I did send my deaf child to a Mainstream school, I think the authors gave some helpful pointers. I would need to make sure that “the teachers entrusted with the responsibility for the deaf students have any real training in deaf commitment to providing accessible, high-quality education to its deaf students or is simply fulfilling a political-legal mandate” (pg.172).These are good things to think about when choosing the right school for a deaf child.

Chapter 29:

This chapter seemed to be very controversial. I learned that, “Good residential schools offer advantages no mainstream program can: an abundance of trained professional staff, individual attention, a 24-hour learning/social environment, everyday exposure to ASL, full and equal participation in all activities, and Deaf mentors” (pg. 177). It was also brought to my attention that money was a big problem for Residential schools since a lot of them are not state-ran, and even the ones that are “state budgetary cuts are threatening the quality of their programs” (pg.175). I read that the mainstreaming law “became an easy excuse to shift deaf children wholesale from residential schools into local day programs or public schools.

I don’t know much about residential schools but I discovered through reading this chapter that “One problem the residential schools have long been struggling with is lower expectations” (pg.176). On the contrary students from mainstream schools said that “many feel isolate and cheated of an education” (pg.177). I think it would depend on where you live and your child when choosing the best school. The authors suggested that parents should “Check into the schools. Visit them. Ask tough questions. Investigate. Do your homework. And know how to communicate with your deaf children before enrolling them anywhere” (pg. 176). I think parents should be informed on the education systems available for their children.

           I haven’t heard of any recent school closings in the media recently over this issue so I will have to look that up. As far as the letter written by parents Barb and John Boelter, I think that they had some very interesting points. It does seem that hearing parents of deaf children are criticized for what they don’t do. They said in their letter that, “parents today who do recognize the social, educational and emotional needs of the deaf children should not be penalized for what parents didn’t do in the past” (pg.181). I completely agree. Times are different now and hearing parents are hopefully becoming more aware of how to meet the needs of their deaf children. They ended their letter with a very valid point saying that, “Perhaps if deaf parents were told over and over again that they were not able to provide an appropriate environment and identity for their hearing children, they would understand our frustration” (pg. 181). I am glad that they seem to be really involved in finding the best ways to help their deaf little girl.