Abstract
The paper discusses how John Dewey believed in two fundamental elements of democracy-schools and civil society. The paper explains that citizenry in a democracy, Dewey believed, was to be obtained by extending rights and by the public forming opinions. The paper argues that these two cornerstones of citizenry became functional through effective communication-communication between citizens, experts and politicians. The paper shows how Dewey throughout his career intertwined education, democracy and communication.

From the Paper
"Define who a democratic citizen and a responsible citizen is: A citizen is someone who is born in a country or asks a country to make them a citizen. When you are a citizen you have rights and responsibilities. Rights are privileges that the government gives you because you are a citizen. Your rights in the United States include free speech, freedom of religion, freedom to bare arms, etc. The Bill of Rights lists the freedoms you have as an American citizen. The government gives us rights as a citizen, but with those rights comes responsibilities. Citizens have a duty to be good citizens. One example of..."

Tags:developing, deaf, language

Abstract
This paper discusses the difficulties and challenges educators may face when teaching deaf children. In particular, the paper enumerates the key issues regarding special needs teachers and then examines them from an internal and external perspective. The paper accomplishes this via a thorough examination of available academic literature. In examining the literature, the writer takes into account the internal and external factors that will influence future trends in deaf education in order to provide an overview of how deaf education will appear in the future.

Outline:
Shortage of Qualified/Certified Sign Language Interpreters
Closure of State Schools for the Deaf Due to Special Education Funding Issues
Appropriate Education in the Age of Distance Technology vs Vygotsky's Theory

From the Paper
"The shortage of teachers for the deaf is an extension of an overall shortage of teachers that is affecting education on a national basis. There are many reasons for these shortages including low salaries and increased stress due to the shortages themselves. The growing shortage is self-perpetuating. The fewer teachers there are to perform daily duties, the more stressed those that are in the profession become. This scenario has prompted several states, such as Wyoming to mandate increased teacher salaries statewide (NEA, 2006). However, salaries alone are not likely to be the single answer to the problem."

Tags:cooperation legislation, teaching certificate, special needs, video socialization

Abstract
This paper provides a critical review of the peer-reviewed and scholarly literature to identify relevant multicultural issues involved in the education of deaf children in the United States today. A discussion of the practical implications for a deaf education classroom based on the critical review of the literature and application of the research is provided in the conclusion.

Outline:
Review and Analysis
Background and Overview
Deaf Education in a Multicultural Classroom
Steps to Improve Education in the Deaf Classroom
Conclusions and Implications for Classrooms

From the Paper
"In recent years, as deaf adults began participating in and directing the policymaking deliberations concerning the education of deaf children, these longstanding concepts and erroneous assumptions concerning the needs of deaf students were transformed somewhat, but the process has taken longer and required more effort than anyone might have expected. For instance, in recent years, 'Descriptions of deaf children as disabled persons needing auditory and speech rehabilitation began to fade. In their place, descriptions of deaf people as an ethnolinguistic group arose, where the young need 'bilingual education' using ASL as the medium of instruction, not 'special education' using invented or artificial languages or mechanistic methods. This cultural view of deaf people, existing alongside recent realizations of the multicultural nature of contemporary American life, has given rise to a new deaf education pedagogy, termed bilingual-bicultural (or bi-bi) education' (Flood et al., 2005, p. 313). The introduction of these educational techniques has also introduced yet another misconception concerning the education of deaf children. The implications of these trends on education in an increasingly multicultural deaf classroom are discussed further below."

Tags:review, multiculturalism, classroom, society, implications, application

Abstract
This paper examines how, in today's world, a hearing-impaired child can communicate and learn to enjoy life and the multitude of experiences it has to offer and how the proper and appropriate education of a hearing-impaired child is an issue that has most parents of these children confused and unhappy. In particular, it evaluates whether the "No Child Left Behind" Act sufficiently provides for deaf children and looks at some of the organizations that can help these children find the right form of education.

From the Paper
"The system of "Bilingual and Bicultural" education for the deaf is based on the idea that deaf children belong to a Deaf Community, and that the language that they must use in order to communicate effectively will be the "American Sign Language". When deaf children utilize the English language for written as well as verbal communication, and use the American Sign Language wherever necessary, then this demonstrates the fact that they will have to communicate with others in the hearing world with the language that is used by most of the people within the community, and that is English. (Eden, BiBi) Apart from this, the philosophy of "total communication" is one that teaches deaf children to be familiar with all the various modes of communication that are available to them, and all those methods that would be suitable for all their specific needs. (Eden, Total Communication)"

Tags:sign, language, hearing, impaired

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
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
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

Abstract
This paper covers many of the topics dealing with the education of the hearing impaired. It looks at several of the methods of communication employed by the hearing impaired (oral, sign, etc.), deaf culture, technology for the deaf (cochlear implants, text telephones (TTY), hearing aids, etc.), teaching strategies for working with deaf students in a mainstream classroom, interpreters, books containing deaf characters, and strategies for improving literacy (reading and writing). Included in the paper are an introduction, a detailed annotated bibliography divided into the sections listed in the subtitle, and a conclusion. Also included are an appendix of additional sources and a series of tables for quick review of what is covered in the annotated bibliography.

From the Paper
"The education of deaf students has been an issue of debate for centuries. Some people believe that deaf students, preschool through college level, should be in a self-contained classroom or special school. Others believe that mainstreaming deaf students into a regular classroom is the best way to prepare these people to function in the hearing world. The Education for All Act of 1975, mandating that children should be provided education in the least restrictive environment, has led to more deaf children entering regular public schools."

Tags:aid, aquisition, awareness, books, classroom, cochlear, communication, culture, discrimination, english, environment, exact, hearing, implant, inclusion, interpreter, language, learning, least, literacy, literature, mainstream, oral, phonemic, phonics, reading, restrictive, sign, si

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
This paper explores the topic of mental health treatment quality for deaf patients. The paper refers to, among others, an article by Jeffrey Dickert, published in 1988, which showed that healthcare professionals in a mental healthcare facility evaluate deaf people who are mentally ill differently than those who are "just" mentally ill, prescribing more restrictive forms of treatment and greater supervision. The paper concludes that the need exists for more education to those healthcare providers who will have one-on-one contacts with the deaf; interpreters, doctors, and therapists need to know how to better communicate with this population; and the deaf have to be able to become more knowledgeable about their rights, so they can feel comfortable, regardless of the situation, in asking for something that is owed to them.

From the Paper
"Given this found need for better training, education and understanding by healthcare professionals and interpreters, it comes as no surprise, then, that deaf individuals may be reluctant to get mental health care support when they need it or have greater fear, mistrust and frustration than the general public when it comes to having encounters with mental healthcare providers. This is what was found in another study by Steinberg et al (2005), "Health Care System Accessibility Experiences and Perceptions of Deaf People. The authors collected information regarding healthcare communication and perceptions of clinician attitudes as well as both positive and negative encounters with mental healthcare providers. They found that deaf individuals often felt mistrust toward these individuals. On the other hand, some of them did have positive experiences. This was when there were medically experienced interpreters, professionals who had sign language ability and who did their best to enhance the communication process. A significant number of the people interviewed said they did not know much about their legal rights nor how to advocate for themselves in such situations. Some did feel that those in the healthcare field need to learn more about the socio-cultural aspects of deafness."

Tags:disabled, hearing