Deaf Children in the Classroom
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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."
Cite this Cause and Effect Essay:
Deaf Children in the Classroom (2003, November 04) Retrieved February 26, 2020, from https://www.academon.com/cause-and-effect-essay/deaf-children-in-the-classroom-7568/
"Deaf Children in the Classroom" 04 November 2003. Web. 26 February. 2020. <https://www.academon.com/cause-and-effect-essay/deaf-children-in-the-classroom-7568/>