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Essay / Research Paper Abstract
The problems of educating children with these problems is discussed in this 6 page paper. Main issues which surface concern decisions in mainstreaming and effects of exclusion on self-esteem. Recommendations are made for both parents and teachers. Bibliography lists 9 sources.
Page Count:
6 pages (~225 words per page)
File: D0_Hear1.rtf
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Unformatted sample text from the term paper:
the famous walk, and Marlee Matlin had realized her dream of becoming a famous actress, despite her hearing disability. While many ordinary folk still look at these women in
awe, by today?s standards, they are not handicapped. While they may be auditorily challenged, the stereotypic disability label has been removed in lieu of a more descriptive, less demeaning alternative.
Further, the way they view themselves and the way the public sees them is extremely important in terms of their ability to live in a vociferous world. For
deaf and seriously hearing impaired children, many issues surface, particularly in the educational realm. For many children, with disabilities of all kinds, it is not only labeling problems that exist
but proper curriculum is not being implemented in the education of students with lack of auditory functioning. Johnson has documented that deaf education is largely a failure, suggesting that there
is a lack of linguistic access to curricular content plus a cycle of low expectations. He proposes a new model which encourages the early use of American Sign Language (ASL).
Johnson, and other researchers at the Gallaudet Research Institute, contend that ASL will encourage both the ability to develop cognitive skills and improve the child?s chances to learn English.
The proposal includes teaching sign language as the child?s first language and encouraging the second language (English) which should be taught through reading and writing (Johnson). Further, this curriculum should
be implemented in the least restrictive environment possible.Researchers emphasize the necessity of parental support and support early intervention programs such as proposed organized activities and training for families with auditorily
challenged infants and toddlers (Johnson). Following these very early programs would naturally be a specially designed preschool and kindergarten curriculum to prepare the children for regular primary school (Johnson). Researchers
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