DEAF 406 Lecture Notes - Lecture 6: Federal Register, United States Code, Deaf School
Wednesday, October 4, 2017
Educational Environment of the Deaf Learner
- Exam #1 Sample Questions
o Research indicates that deaf individuals who are exposed to a signed language at
earlier ages consistently outperform other deaf individuals exposed to language at
later ages in the first and second language acquisition of both signed and spoken
languages.
▪ True
▪ False
o ________ means to have the ability to break away from “egocentric thought” and
to think about and interpret the thoughts, beliefs, desires, and emotions of other
individuals.
▪ Phonological Awareness
▪ Theory of Mind
▪ Metalinguistic Awareness
▪ Metacognition
▪ None of the Above
- Educational Programs and Schools
o State Residential Schools for the Deaf
▪ Provide education, extracurricular activities, programs and services that
are, in general, designed for Deaf students
▪ Follow the boarding school concept and offer dormitory facilities to Deaf
students
▪ Example: California School for the Deaf, Riverside
o Day Schools for the Deaf
▪ Accommodate Deaf students who live at home (similar to residential
schools without the boarding school concept)
▪ Example: Marlton Charter School for the Deaf, Los Angeles
o Mainstreamed Classes
▪ Provide support services, if applicable, to Deaf students who take general
education classes with hearing students
o Self-Contained Classes (or D/HH Classes)
▪ Provide classes that are, in general, designed for Deaf students and are
separate from the mainstreamed classes
▪ Provide instruction based on the various levels of Deaf students
o Resource Rooms (as part of itinerant services)
▪ Provide individualized instruction to Deaf students in various content
areas
Many public or local schools with large Deaf student population offer D/HH services or
resource rooms.
find more resources at oneclass.com
find more resources at oneclass.com
- Educational Programs and Schools for Deaf Students
- Building the Legacy: IDEA 2004
o Individuals with Disabilities Education Act (IDEA) was enacted in 1975 as the
Education for All Handicapped Children Act (Public Law 94-42) and has been
reauthorized numerous times, most recently in 2004
- Deaf School Experiences
Connections
Freedom with Expression
Use of ASL
Improvement of Confidence
Self-Esteem
Identity
“Second” Family/Home
Communication
Language Access
Motivation
Involvement in Sports and Extra Curricular
Activities
Better Understanding with the Academics
Inspiration
Deaf Adult Role Models
Direct Access
Leadership Skills
o Total Inclusive Educational Movement
▪ Normalization
▪ Assimilation
▪ Americanization
- Least Restrictive Environment – Individuals with Disabilities Education Act
o Mandates schools that receive federal funds to provide a free and appropriate
public education (FAPE) implemented in the least restrictive environment
(LRE) to all school-aged students with disabilities:
▪ Full inclusive environment with the least amount of restrictions,
limitations, barriers, etc.
▪ Fully accessible environment
24.30%
57.10%
22.70%
11.90%
3.10% 3.90%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
State or Center
Schools
General
Education
Classrooms
with Hearing
Students
Self-Contained
Classrooms in
General
Education
School Setting
Resrouce
Rooms
Home Other
GRI Summary
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Many public or local schools with large deaf student population offer d/hh services or resource rooms. Educational programs and schools for deaf students. Building the legacy: idea 2004: individuals with disabilities education act (idea) was enacted in 1975 as the. Education for all handicapped children act (public law 94-42) and has been reauthorized numerous times, most recently in 2004. Leadership skills: total inclusive educational movement, normalization, assimilation, americanization. 1412(a)(5)(a); 34 code of federal regulations (c. f. r) sec. [20 united states code satisfactorily : the least restrictive environment (lre) in a more narrow interpretation means attending the same neighborhood school a student would attend if not disabled. Unfortunately, many individuals assume that this means that the regular classroom is more appropriate. In fact, it is for some, but for a large majority of students with hearing losses, especially those who are deaf, the regular education environment can be very restrictive (easterbrooks & baker, 2002, pp.
