Abstract
The paper discusses how hearing is important as an integral part of initial communication and for this reason, deafness in humans restricts the development of our most essential communicative function. The paper explains that deaf children will be developmentally affected in forms of traditional communication utilized by those with good hearing. The paper notes that those with a high extent of deafness may see their higher development impacted - perhaps to the point that the individual is denied sufficient language experience to properly capitalize on the human potential for language acquisition.

From the Paper
"How would the sociology of deaf culture impact on a teacher who has a deaf child or a deaf parent? Hearing is an important as an integral part of initial communication. For this reason, deafness in humans restricts the development of our most essential communicative function. Therefore, deaf children will be developmentally affected in forms of traditional communication utilised by those with good hearing. Those with a high extent of deafness may see their higher development impacted - perhaps to the point that the individual is denied sufficient language experience to properly capitalise..."

Tags:deaf, culture, teaching

Abstract
This paper studies the unique challenges faced by deaf athletes. The paper looks at the various sports organizations for the deaf and how they function. The paper also profiles some deaf athletes and chronicles changes for this community over the past century.

From the Paper
"The deaf have long been competing in sports, though they usually compete against other deaf athletes. The Akron Club for the Deaf in Ohio sponsored the first national basketball tournament in the United States..."

Tags:deaf, sports

Abstract
This paper discusses the life of an individual who has the sensory impairment of deaf-blindness. The paper goes into detail of how a person with this impairment must live and learn to communicate, using methods other than vision and hearing. Different methods are introduced as well as opinions and research by experts in the field. Finally, there are individual testimonies as well as techniques, which allow communication to occur.

From the Paper
"After communication is successfully achieved there are still many difficulties that a person must face. We all have to remember that a deaf-blind individual may actually have no sight or hearing. Venturing outside of the home and classroom is often very difficult. One thing to make hearing, seeing, or both people aware of is that when outside, deaf-blind individuals use a red and white cane."

Tags:blind, blindness, deaf

Abstract
This paper examines the most effective then least effective evaluation tools for students that are either deaf or blind.

From the Paper
"According to a document published online by the Galluadet Research Institute, hearing loss alters deaf children's learning styles. As a result, deaf children require different experiential and learning forms to thrive in school. Because deaf children typically have limited access to the flow of information both in their home environment and in their educational environment, these students sometimes develop gaps in their vocabulary, language and conceptual knowledge. Rather than using standardized testing at various points in a child's academic career, this website document suggest that educators should administer readiness tests..."

Tags:Education, Deafness, Valuation Tools, Standardized Testing, Readiness Testing, Educational Professionals, Specialists, Psychologists, Speech Therapists, Language Acquisition, individual assessment plan

Abstract
In this article, the writer discusses Marlee Matlin, as one of the most recognizable faces in the deaf community. The writer notes that, an Oscar-winning actress, Matlin has also appeared on numerous television shows including 'The West Wing' and 'Dancing with the Stars'. The writer maintains that Matlin has become a remarkable emblem for the deaf community: living proof that deaf stars can shine every bit as brightly as their hearing counterparts. Family members and friends of deaf individuals can learn a lot from reading about Matlin, a role model for the deaf community. The writer concludes that Matlin shows that deaf individuals can remain deeply involved with their communities: actively encouraging deaf children to pursue their dreams and preserving the integrity of the deaf community by encouraging multiple means of solidarity.

From the Paper
"Matlin won an Oscar for Best Actress in her performance in Children of a Lesser God. The award was meaningful on many levels: for Matlin personally as a sign of her success in the career of her choice, and also for the deaf community. Success in the hearing world--and especially in an industry saturated with sound and verbal dialogue--symbolized a transformation of ideals and ambitions. Aspiring deaf actors finally had a role model. Matlin's success also signified the progress made by deaf culture. Deaf culture could be recognized as part of American cultural discourse."

Tags:sign, language, dialogue, identity, speech

Abstract
This study examines the inclusion programs adopted by LRE mandates for students who are deaf to be integrated within the traditional classroom. The researcher adopts a qualitative approach to the research using narrative analysis to provide observations regarding deaf students' achievement in direct communication vs. interpreted learning environments. The study results suggest that deaf students perform better in direct communication environments. Information gathered from the literature review, however, suggests that LRE limits deaf students' opportunities for direct communication learning. The paper concludes that as a result, the researcher assumes that in many instances LRE may prove more damaging than beneficial to the deaf community.

Outline:
Abstract
Problem Statement
Research Methodology
Conclusions

From the Paper
"In recent years there has been significant support among government agents for total inclusion programs within educational institutions throughout the nation. Along with this push has been much controversy and indecision regarding the efficacy of such programs, particularly among parents, educators and administrators working with special needs populations. The purpose of this research study is an analysis of the Least Restrictive Environment (LRE) Mandate for the deaf, which suggests that children with disabilities be provided regular classroom interaction to the greatest extent possible. Inclusion programs adopted by LRE mandates may include use of various services including interpreters, teacher aids and consultants for students who are deaf within the traditional classroom."

Tags:direct, communication, interpreted, learning

Abstract
This paper first explains the historical and legal background of the Individuals with Disabilities Act (IDEA) and the least restrictive environment (LRE) provision, as they apply to the general population. The author stresses the problems created when, by mandate, deaf students are put into mainstream classes, which most often results in more socio-cultural damage than good to the deaf community because it separates the deaf individuals from each other through language. The paper states that, if IDEA is properly implemented, deaf students and all special needs students could afford the opportunity to be placed in special education situations based on the fact that the conventional classroom cannot adequately meet their needs. The paper includes examples of court cases and personal experiences of students.

Table of Contents
Introduction
Historical Framework of Least Restrictive Environment (LRE)
Early Court Interpretations of the LRE Mandate
Recent Court Interpretations of the LRE Mandate
Socio-cultural Framework of LRE
Are Deaf Students Suffering in Silence?
Conclusion

From the Paper
"Cost arguments against specialized education for deaf students in favor of LRE also fail to make a valid point. Ostensibly, proponents of LRE claim that the provision of special education is cost prohibitive in an era of restrictive school budgets and an aging population that generates lower tax revenues which are needed to finance public education. However, when the cost of special education is weighed against the cost of institutionalizing, imprisoning, hospitalizing or keeping a special needs individual on the rolls of the welfare system because they cannot support themselves after high school, the investment in special education is a far better value from a multitude of points of view."

Tags:language, option, mainstream, isolation, individual

Abstract
The paper discusses how deaf students face particular challenges in the classroom, challenges often met and addressed by interpreters. The paper examines the misconceptions that exist with respect to the interpreter's role. The paper explains that the primary role of the interpreter is as translator, providing objective and factual information to deaf students in a manner that doesn't interfere with the student's ability to participate actively in the classroom. The paper concludes that it is vital that teachers, hearing and deaf students understand the role of the interpreter to maximize deaf students' opportunities for shared communication and success in the mainstream classroom.

From the Paper
"Many assume the interpreter's role in the classroom is limited to providing interpretive services to deaf students. Realistically speaking however the interpreter's role in the classroom is much more complex and involved. Frasu (2003), an interpreter, notes that it is vital to educate hearing consumers regarding the interpreter's role in the classroom, but that this is also one of the more difficult aspects of an interpreter's position. Further as an interpreter the author notes that no matter one's skill level it is often difficult to interpret information for those that aren't knowledgeable of the role and significance of interpreting services (Frasu, 2003)."

Tags:translator, communication, classroom

Abstract
This paper addresses the impact of mainstreaming deaf children. It sights links between family and child as well as links between child and school. It focuses on specific forms of education for deaf children and the needs each style of learning will address. It favors the inclusion of deaf children while maintaining the uniqueness of the child's deaf community.

From the Paper
"Having a child who is deaf is a unique responsibility. Although deafness is generally seen as a disability, the Deaf community is a thriving culture bound by its own language (ASL), "a rich history of art, humor, literature and customs." Parents who discover they have a child who is deaf are faced with a series of life altering decisions unlike any they would make for a hearing child. (For the purpose of this paper, the Parents referred to will specifically, but not exclusively, be hearing parents). Having a child who is deaf in the family causes all previous dynamics to change totally. Parents are faced with choosing how to equip their child to communicate and interact in the family, school, and society. Once communication methods are chosen the parents must decide on the education methods best suited to their unique child. Being aware of the choices and decisions these parents face will make educators more involved and able to give educated suggestions. Understanding the family dynamics, choices and decisions involved in parenting a deaf child is the best way to understand the unique "deaf-abilities" these children bring to the classroom."

Tags:child, children, development, education, exclusion, inclusion, learning, mainstreaming, response, special, tailored, teacher

Abstract
The paper examines the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan. It discusses how the book covers many technical issues in detail, but the underpinning for all of it is that the Deaf-World is its own unique culture with its own unique language and is every bit as much of a subculture as it is to be African-American or some branch of Hispanic. It looks at how the beliefs of people in the Deaf-World about their culture and language are challenged by people charged with helping them: educators, psychologists, audiologists, social workers and others all tend to think of hearing loss as a disability. It provides a detailed history of sign language and the use of ASL (American Sign Language).

From the Paper
"Many people in the Deaf-World object to this view. They know the richness of their language and understand its cultural significance, which the authors broke out into several sections. They note that ASL is a symbol of identity for people in the Deaf-World. In addition, it is the only language they can use to communicate with each other. It binds them together. One fear the Deaf-World has is that forced oral communication will undermine their culture, because it will force deaf people with no sign language skills to talk only with non-deaf people."

Tags:ASL, educators, psychologists, audiologists, social, workers