Deaf Education Essay Research Paper Coping with

Deaf Education Essay, Research Paper

Coping with and Understanding the Deaf Student

What is deafness.

There are many definitions to the word “deaf.” According to Stephen P. Quigley and Peter V. Paul in their book Language and Deafness (1984), “a child is considered deaf if hearing impairment is so great, even with good amplification, that vision becomes the child’s main link to the world and main channel of communication.” This is a general and relatively vague definition.

Other definitions are based on the degree of hearing loss in terms of decibels (dB) ranging from mild to profound hearing loss. A loss of 35 to 70 dB is generally considered hard of hearing, while a loss of 90 dB or greater is considered profoundly deaf (Moores 1990). Each state classifies what is deaf and hard of hearing in different ranges.

What are the types of deafness.

A conductive hearing loss can be described as a temporary hearing loss due to an ear infection, wax buildup, ruptured ear drum, colds, atresia and otosclerosis (Moores 1990). Otosclerosis can become a permanent hearing loss if not treated. The area of concern with conductive hearing loss is the middle and outer ear.

“A sensorineural hearing loss is a permanent hearing loss in about 99.9% of cases. The causes of a sensorineural hearing loss are numerous: nerve damage due to illness, meningitis, maternal rubella, RH blood incompatibility, scarlet fever, absence of semicoclear fluid, cytomeglovirus, chronic exposure to loud noises (industrial work), premature birth, head trauma, drug exposure, heredity/genetics and unknown causes” (Moores 1990).

The areas of concern with sensorineural hearing loss are in the inner ear.

Community and Culture

The deaf have both a community and a culture. While the idea that the deaf have a culture and community is news to many hearing people, it has existed for a long time. “The Deaf culture has characteristics identifiable to that of other subcultures or ethnic groups. It is born out of shared experiences (life in residential schools) and a shared language, American Sign Language” (Cline 1997). The Deaf community has its own regional, state, and national organizations. They have events ranging from athletic events and community picnics to Deaf Miss America and theatrical performances. There are deaf religious congregations and deaf intramarriage is common. All of these things schools, language and organizations have brought together people with low-incidence disabilities that otherwise would have been isolated in their hometowns. However, “because the majority of deaf children are born to hearing parents, the passing on or transmission of Deaf culture is not familial but from contact with other deaf people in the community” (Mason 1995).

Social & Emotional Development of Deaf Children and their Families

When a new child is welcomed into a family, there is a period of adjustment that the majority of families go through. However, when the child is deaf, it can complicate and add stress to this adjustment for parents unfamiliar with deafness. There are many issues involved with raising a deaf child. Mental health issues are an important area to take into consideration when making decisions for and about a deaf child. There are perspectives in which deaf children are viewed and the perspective a parent may have has an effect on how their child develops socially and emotionally (Henwood 1994).

An important perspective is to view the deaf child like any other child. A deaf child has needs like any other. “They need all the things that hearing children need: communication, love, attention, a sense of belonging, encouragement, friendship, freedom, culture, choices, high expectations, morals, guidance, and an education. These things combine to make a complete child with a good self-image” (Henwood 1994). When needs are not met, they can have potentially devastating effects on the mental health of a deaf child or for that matter a hearing child.

Unfortunately, many parents are unfamiliar with deafness. “The possible disappointment and the overwhelming task of learning about and making decisions regarding their deaf child can take its toll on the parent” (Henwood 1994). One important thing to remember about deaf children is that they are still children. They, like all children, need all of these things and more to develop a healthy sense of self.

IFSP’s and IEP’s

IFSP stands for Individual Family Service Plan. The IFSP is a family centered, legal document. This is a plan for services that may be provided to children identified with special needs, including deafness, from birth to age three. This plan focuses on what services a family needs for themselves and their deaf child. “Services may include home visits, services from a center-based program, sign classes for parents and caregivers, services from a Teacher of the Deaf, Speech Pathologists, Audiologists, Psychologists, and other Health Professionals, as needed” (Kluwin 1992). When the child reaches the age of two years, six months, until the child is three years old, the IFSP includes a Transition Plan. The purpose of the transition plan is to examine preschool educational options for the child (Crocket 1999).

IEP stands for Individual Education Plan. Children from age three (3) to twenty-two (22) have an IEP wri

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