Neutrality: the absence of a declared bias
In other words, neutrality means having no opinion and declining to take sides. ”I’m neutral about this. I refuse to take an opinion. Here are the options, and each has equal viability. I take no stand either way.”
Does this type of neutrality exist in reality? No. It’s unheard of. Really. Each, and all, of us has a bias, a philosophy in life that we follow. My own personal bias is simply this: ASL and English are of equal value. To be Deaf is great. I do not want to be hearing at all. No thank you very much. I like the way I am now.
Now, if you want to look at biases, take the hearing loss professionals who claim to be neutral as an example. These professionals are audiologists, speech pathologists, medical professionals who work with newly-diagnosed Deaf babies, early childhood educators. These people say, “Oh yes, we provide all options neutrally, and lay them out for the parents to look at.” (True, ASL is included, but in such a way that it is not emphasized, and overwhelmed by the array of other options. ASL is offered, but usually as a last option. )
SEE, Cued Speech, AVT/CI, Signed English, etc… all those options are geared for the development of the English language with emphasis on the hearing and speaking component,. Even Signed English places emphasis on the hearing and speaking as it includes voice, mouthing as well as signing. So does Simultaneous Communication and total communication that are included in the wide array of options. ASL, although seriously underemphasized, is offered on the table for the overwhelmed and bewildered parents to ponder.
Of course, the parents would go for the options that support the development of the English language solely. They would go for what is familiar to them: hearing and speaking. For further explanation on how the system is stacked in favour of the monolingual, hear-and-speak ideology, view Don G’s excellent vlog. That vlog shows that neutrality is nonexistent when it comes to offering options to parents of Deaf children.
If you want actual evidence that the hearing loss professionals are NOT neutral, just take a look at the large number of Deaf children that end up in the mainstream setting with cochlear implants, and taught to speak. Look at the smaller number of Deaf children that are enrolled in Deaf schools. That, to me, indicates a definite bias on the part of the hearing loss professionals who influence parental choices that impact their Deaf children.
Further evidence of that bias can also be seen in the recent passage of AB-2072 in California. Here is the link to this article that proves that neutrality DOESN’T exist on the part of the professionals behind the writing of AB-2072.
REMEMBER: There is no such thing as neutrality in real life!
Shel,
Excellent messages as always! You have raised a valid point about how the information or “options” is being shared. ASL is a minority in this English speaking country and is not provided by a reliable source that is not presented fairly. The proportion within the source material is not balanced evenly.
So why not add the following to make it more even:
ASL-Literacy English
ASL-Literacy English-Auditory
ASL- Literacy English -Oracy- Auditory
The brochure just gives undue weight to a minor point of view which is why it does not make it neutral. It should explain the critical evaluations of particular viewpoints based on reliable sources and that brochure did not even come from the input from an authentic Deaf-friendly community.
Don, may I join you the standing ovation for Patti? She has presented fairly well! I am just floored how she addresses the issue hoping to clarify the myths that have been framed upon the AFA, DBC, the opponents of AB2072, supporters of bilingual approach, etc. We are not the bad guys but who are here to welcome with open arms and embrace them.
I have seen a group of Deaf children with cis from ages 3 to 15 and witnessed damages done to them when they were removed from a bilingual environment. They got lagged behind in language and performed lower academic level. Also they experienced emotional trauma, rejection, depression, anxiety, also physical symptoms such as frequent migraine headaches and tics. Cis did not work for them and I can tell you this, Miss Kat’s Mom. For you to tell us not to say that ci don’t work is like telling us to ignore and brush away the issue under the rug. On the other hand, it worked for some so whew, they turned out “fine” presumably they are at par with language and literacy and that their social and emotional are age-appropriate.
I don’t know where you get the idea that we should not say that their children will never become oral. I know Shel, Patti, Don and I here have never made such statement. This is where I feel being attacked for something that we did not say. It is not a nice thing to say.
MKM, I am surprised that you said that “ASL first, spoken language later will never fly”. My daughter chose not to wear hearing aids until recently at the age 11 and is starting to become more proficient in speaking as she was able to pick up the words FAST because she has a solid language foundation. She has already skipped a grade and she will be in 7th grade at the age 11. Oh, haven’t you heard about Rachel Coleman at Signing Times who has a Deaf daughter raising in ASL first environment then got a ci who had developed spoken English fairly well and she won the spelling bee at the age 10?
Thank you for inspiring me to write a blog soon but time has been my enemy! Peace out!
Barb
Picture the information on sites like “Communicate with Your Child” or AGB’s website like a scale. Ok, let’s forget AGB. They are clearly and specifically biased. But on sites where they are supposed to be “neutral”, what we see is a lot of heavy weights being placed on one side (Hearing aids, CI, AVT, English-Only methodologies) while on the other side are a few feathers (ASL, maybe signed English, and only token mentions at that). What will happen to the scale? It comes down on the “heavier” side with a thud.
Now, parents looking at these websites, and seeing all this purportedly “unbiased” information, what happens? THUD! All these parents running out to get CI and AVT for their children. After all, there is all this COOL technology out there to “cure” my child, and all these doctors and audiologists can’t POSSIBLY be wrong!
My daughter is still learning English. Just because I can hear Japanese, doesn’t mean I know the language. She is still pretty far behind, so she is learning the language.
Her teachers do AV therapy, but all oral school are auditory oral, not auditory verbal. Because they group deaf kids together, not just with hearing kids, they are automatically NOT AV.
Also, my daughter does get pull out by an ASL specialist, even though she is in an oral school. It is in her IEP. Her teachers may not sign to her, but they understand her signing, and they respond to her. Yes, spoken language is allowed in a bi-bi school in pullout only. It is forbidden in the classroom. As I said before ASL is not any more forbidden in an oral school than spoken language is in a bi-bi school. My daughter, and several kids in her class, sign at school everyday. No, they don’t emphasis ASL and ASL development, because that is not the goal. The goal is fluent spoken language through listening and speaking.
I still don’t understand the ASL translation thing. ASL does not have a written form so ALL ASL users should read and write English. Why would the written word need translated?
As for Rachel Coleman, I have met and spoken with her several times. Leah attended the same bi-bi school as my daughter, and she was then mainstreamed at the school that we hope my daughter will attend when she is mainstreamed. Leah is bilingual with ASL and spoken language. She is exactly what we hope Miss Kat will be. But, again, I do not believe that the research bares out waiting until the child is fluent in ASL to begin auditory stimulation and therapy. The longer you wait, the further behind the child is, the bigger the gap you need to make up.
There are bumps in the road. It takes time for Miss Kat to learn a new language. She needs re-MAPed sometimes. But really, the problems are troubles are few and far between. Miss Kat has gained so much from her CI. She can now walk up to any other child at the park and ask them to play. They understand her, and she understands them. She no longer needs me to interpret for her, to always explain “She can’t hear you, and she can’t talk. Just show her what you wan to play, and she’ll understand.” She can communicate with her extended family, and she isn’t left out in group play anymore.
Why wouldn’t I want these things for my child? Why wouldn’t any parent?
Miss Kat’s mom….
In your 10:15PM post, you said, I quote, “But deaf kids can hear. Many deaf children, especially those with CI’s, are hearing, understanding, and discriminating all the sounds in the English language. They are hearing and understanding at whisper levels.”
Deaf kids can hear and understand? Certainly not at 100 percent. Some couldn’t hear some whispers. Some could NOT even hear music as they were hoping to hear when they decided to get C.I. when they were accustomed to hear the music before receiving C.I.
You don’t seem to grasp the concept on C.I. being not able to work well for MOST children. We all need to find the exact statistics on the numbers of children being able to hear 100 percent with C.I. I stress the operative word, “100 percent.” I’m sure most of you would say “Impossible.” I would’ve said, “There you go.”
But that is not the point anyway, Miss Kat’s Mom since I do admire you with Kat and her ASL/AVT and “misadventures” at any place. Not that “misadventures” are bad…I mean in a good way. Your daughter has the best of world in both ASL and spoken English as long as she feels comfortable. Just think of others who may not be feeling very comfortable and happy with AVT and using C.I. all the times. Once some reach adulthood, some would yank C.I. out and go Deaf for good…sometimes to despite their parents and/or even curious about Deaf Community once they discover it. It’s more like a road to yellow brick road to find a Wizard of Deaf Community. Heh…..
Damn I can’t believe that I’ve wandered off of this subject, let’s get back to the Bill at hand. We don’t mean ASL only in the bill. No, Non, nyet, nope, iie, you get the drift of “no” word. We all agree that EVERY option to ASL, AVT, oral, TC, Sim-Com, so on. That is no problem. But we need them to understand that ASL is the true language and should be part of bilingual to English. I don’t know if you ever heard of Hispanic Deaf people who use ASL would call VRS to request Spanish speaking relay interpreter to speak to any of the Spanish speaking relatives while translating in pure ASL, not even Spanish sign language nor anything else than ASL. THAT IS BILINGUAL….well, somewhat trilingual.
That is the BIGGEST point of all!
Ciao, Misha (Insane or Sane as you choose to)
Patti,
You said:
It is incredibly hard to get these FACTS but we have some.
I know, because I’ve search for it and I have not found anything. There was some problem with the electrode for a specific AB implant, but that’s about it. Nothing that puts a person’s life in danger or changes a person’s quality of life. In the meantime, how about sharing “some” facts. Why withhold critical informaton from the public? AFA – I thought their mission was to combat audism. I didn’t know they saw CI as an audist tool.
MKM
thanks for sharing more information.
Pls clarify – when you say that Miss Kats is pulled out of her oral / aural only classroom to receive ASL therapy – this service is provided for her IN the oral school?
re: Bi-Bi schools. I have seen Deaf children speaking in Bi-Bi schools just like ur miss kats can sign with out being hit with a ruler any more (thank goodness), i have seen Deaf kids talking and listening in bi-bi schools.
I have also seen them get on-site speech and auditory services. Does miss kats get onsite ASL services in her oral program
also its important to note that most Deaf schools are really sim-com programs where most of the teachers use Spoken English with some form of English based sign system and the students pretty much do whatever they are familiar with.
i am a bit puzzled re: how she can hear without any lurching or grasping yet she is language delayed. Does she have a processing disability.
if i should be heading over to ur blog to read more so u dont have to re-type stuff – pls put the url here. again many thanks for ur dialogue
i do love how much u love ur daughter that in itself is priceless
i am hoping that since throughout the history of human kind the work has predominately been to morph the minority into being as majority like as possible and that has never served humanity well (neither the dominant nor the minority cultures well and especially not bio-diversity), that in this day and age when we see the value of pluralism the push to help Deaf kids play on the playground does not result in the push to deny Deaf kids to play with other Deaf kids too
we must also recognize that the children of today learn a great deal from raising their own Hearing hands and gesturing a little. there are many GOOD Hearing children out there and adults – folks of good will that if we say – would you like to learn sign they eagerly say yes
it is paradoxical that as signing becomes more and more popular and acceptable and enjoyed in popular culture we see a stronger push for Deaf children not to be Deaf.
im not talking about miss kat’s here but what is generally happening across the globe
peace
patti
Candy
Advanced bionics (which was the banner link and logo at the top of AG Bell’s website until just a few weeks ago) is not the only CI co. that has had problems
re: difficulties getting answers – WHY IS THAT?
re: answers and facts – we r compiling them love. patience patience. i know patience ain’t me strong point either
re: audism and CI
u and i have tousled before in the blogsphere and if i remember right, one of the run ins / misunderstandings was because sometimes i read ur questions to be rhetorical which can make them appear to be baiting and switching.
so i will have to return the favor of your non-question with a question of my own. What is the definition of audism?
what is the purpose of a CI?
are they related?
now before you go running and screaming to mount an attack, please know that i have read works by scholars like bell hooks that say that the straightening of African-American women’s hair and their children’s hair is rooted in a belief that too look “white” is right and that in and of itself is a form of internalized racism
i have read books by feminist scholars (of whom bell hooks is one also) that explain how breast implants are a result of internalized sexism
does this make michelle obama a bad mother. (re: hair straightening) NO NO NO
she rocks
truly she does
but Black is Beautiful and folks shouldnt have to feel they must put lots of chemicals on their children’s hair to make it do what its not meant to do
I myself have some internalized sexism that i exert on myself and my children from time to time. none of them having to do with hair as my friend once looked at our household and asked “does anyone in this family own a brush.”
“isms” are as bad and as good (“feminism” being a good think in my book) are as bad or good as the wearer
we must be willing to see the sexism, audism, racism embedded in alot of our social practices and decision making and how that affects us individually and socially
please note – because i at times fall pray to heterosexualism, racism, classism etc – that does not make me a homophobe or a racist or a sexist etc – it makes me human and if i catch meself at these bad tricks and i correct my path – it makes me hopeful and happy
so i dont wanna see anyone throwing around the word audist – that should totally be reserved for folks who have a PROVEN track record of audism and it should be used very sparingly
Segregation in the South sucked big time but not everyone was a segregationist – even the folks who brought into the system, even the African-American parents who misguidingly communicated to their children it was better to be white than to be black – we shall over come when we have the “spiritual audacity to assert our somebodyness” it is ok to be Deaf
it really is
just as it is ok to be a woman, or gay, or an immigrant, or blind, or African-American. Who knows some day you might just grow up to be president.
look forward to your answer Candy
much peace
patti
MKM,
I am sorry to learn that your daughter is still pretty far behind in language. My Deaf children who focused on ASL and English literacy (print, fingerspelling) while growing up have not experienced a lag in language, both ASL and English, but way ahead. My daughter who is now 11 and has been developing speech skills nicely and quickly. It has confirmed to me (along with Rachel’s daughter, Leah) that it is a myth to be stuck with the idea that the earlier speech starts, the better.
From the article, “Where Does Speech Fit In?”:
http://docs.google.com/viewer?a=v&q=cache:whR-uBEa36EJ:ccdam.gallaudet.edu/pdf/20090729-0003.pdf+where+does+speech+fit+in+sharon+graney&hl=en&gl=us&pid=bl&srcid=ADGEESjYiKatDwNzmrvCe8B-OfoaeAPt-m9BQKVSQ8Qmo7bx8NTOxz5bau-xAdgYmT2fvrxqrtqmPpvayw7i3i45aUaRElAhFncAjFXvHpOFKCowW8bE-g6eic791Kanu30zJf2d19Fm&sig=AHIEtbRmi2PAJNRJzYJfSjDMO-BMKHa0sw
“For a deaf or hard of hearing child who has a solid base in ASL, spoken English development becomes an easier task” If too much emphasis is placed on speech development, the child’s language and academic skills may suffer, not to mention self-esteem. Although intensive speech therapy may increase a child’s articulation skills, it may also result in decreased academic performance.” (Graney)
Fascinating that your daughter gets pulled out by an ASL specialist at CID. Is it by a Deaf teacher who is fluent in ASL? Just curious. Also I find it interesting that your daughter chose to sign in an oral school.
According to the article, when talking about where “ASL is the primary language of instruction, some worry that a deaf or hard of hearing child will not receive enough exposure to spoken English. It may be true that the overall amount of exposure to spoken English will be less during the hours the child is in bi-bi school, however, the quality of that exposure for children who have a fuller understanding of the communication process and of each language may actually be greater.”
I am all for maximizing each child’s communication/language skills but it is a matter of how to approach it. Based on numerous research and real life experiences with my Deaf children and 18 years of teaching to all walks of Deaf children, I can verify that bridging ASL to English in academic instruction is the most important path for success. If a school uses ASL and English (written, spoken) at a certain amount of time and that there is no bridging in instruction, then it is invalid. I work with teachers teaching English to incorporate ASL in lessons that the students are able to comprehend and grasp the concept quickly. I am proud to say that many, I mean many, of the students have moved up at least two levels in Fountas and Pinnell assessment. It is truly amazing to see this happening!
What’s more I would not call it “forbidding” spoken English in the classrooms when ASL is used as a language of instruction. ASL is a fully-accessible language for classroom instruction and that most of their childhood is spent outside the classroom that tends to be in a spoken English environment. There is a time and place for it since it is not accessible for other Deaf students who don’t have access to sounds. There is a reason to use both languages separately and for you to keep on saying over and over that spoken English is forbidden in bi-bi schools calls for a red herring. I am involved in CAEBER and it mentioned that oracy as a part of signacy and literacy framework has its place. Forbidden? It is a far cry. Keeping it separate in time and place is what the purpose for this to happen.
Patti,
my intentions are usually simple. So, I’m chuckling at your assumptions of me.
I think audism is crap. I do however acknowledge that deaf people do experience oppression. We can rise above that without using the word audism as a weapon
CI is a tool that enables people to hear better. Way better than a hearing aid. Anyone that wears a hearing aid will understand that it is not a tool of oppression. I love my hearing aids.
Keep things simple, Patti and you’ll be able to reach out more.
and some folks LOVE their breast implants
doesnt mean they aint embedded in “isms”
re: keeping things simple – yes i do love that
gandhi said “live simply so that others may simple live”
perhaps you are familiar with the case of Emma and her dad where their right to privacy (Emma’s own body) and their liberties are being dictated by a court order
u know the one that says she will have to wear both her CIs “all her waking hours” except for when in water or wearing a helmet
doesnt matter that one of the CI is not working and causes her pain
http://www.democratandchronicle.com/article/20100503/LOCAL17/5030328/Essayist-cautions-parents-of-deaf-children-on-use-of-cochlear-implants
peace
patti
note: typo above re Gandhi’s quote – sorry mahatma
“Live simply so others may simply live”
re: audism – whatever u choose to call it sweetheart – it still happens and it still aint cool
Dr. Humphries defined it as “the notion that to hear is superior to being deaf”
and what is the purpose of surgically implanting devices into infants skulls at 3 mo and up? so they can hear cuz its better than them being deaf correct
connect the dots and whatever u want to call it – it still adds up to…. injustice when done against ones will
when the subject is willing and the device is faulty then we have other words for that – check out the lawsuit ruling and the FDA recall for those words cuz if im spell them out u might take issue with them
peace
patti
My daughter is behind because she was unable to access spoken language before she was 5. Just because she can hear now, doesn’t mean she has learned the language yet. She has gained 3 1/2 years of language in a year, that isn’t bad at all! She is probably a year and a half delayed at this point, but gaining everyday. She follows conversations well and can communicate her thoughts, feelings and desires.
As for CI’s not working well for most kids, I disagree. I know about 50 kids who have CI’s. I know 3 who can not access spoken language with them. In my experience they work very well, for nearly every child.
I implanted my child because I felt like having access to spoken language would give her more opportunities. That was all. I wanted to give her as many tools and choices as I could.
Yes, my daughter receives ASL services on site at her oral school.(It is not CID, we are going there for summer school) She receives them as a pull out service. A teacher of the Deaf from the bi-bi school comes to the oral school and does her pull out.
At her bi-bi school spoken language was forbidden in the classroom. A child could have up to 20 minutes a week of pull out speech and ZERO auditory training. (They said they they would NOT allow auditory rehab because it goes against the philosophy of a visual school.) Teachers are not allowed to voice. Everything is done in sign. The teacher will show a written word, sign it, fingerspell it, sign the sentence in ASL, and then in English, but it is NEVER tied to spoken English. They started oracy last year, but it hasn’t amounted to any sort of change is services or philosophy.
MKM
I really thank you for coming back and sharing more
Im kinda confused about how u write in this comment thread that your daughter is allowed to sign in her oral program but they will not sign back to her cuz when i went over to ur blogsite you explain how Miss Kat’s was not happy at school and was being told not to sign. You explain that you talked to the teacher and the teacher confirmed that she did not want Miss Kat’s signing in the classroom.
also re: Ms. Kat’s language delay – this delay is in her spoken language correct? or does she have a delay in her signed language also?
Last year I met a Hearing mom who has a Deaf daughter with bilateral implants. She said that her daughter heard very well with the implants but at the same time she was asking about ASL. Should she could she give her daughter ASL also. I think you would be a good mom for her to meet but I dont have her contact information. She asked about a type of combined program – she asked if it would be possible to have 1/2 the day be in Spoken English and 1/2 the day to be in ASL.
I have never heard of such a program out there like that. I have never seen such an option offered. Maybe you could try to get that set up because you seem to be a very committed and involved mom. You are willing to pay for summer oral programs, getting a 2nd implant for your daughter (not sure if it will be with Advanced Bionics again) and have concerns about the Supt of the school for the Deaf being a big oral advocate.
Just seems to me that you could probably move mountains if you wanted to. Really u r very dedicated and u have really done alot of advocacy and investigation.
if i have the right idea of the bi-bi school in ur area – they say:
Spoken English: As an important component of learning English, Spoken English, speech, and lip-reading is offered at XXX as a related service through the IEP process and taught as a skill separate from classroom instruction. Emphasis is placed as speech being a skill that will aid in the students’ communication with hearing society.
You are saying you feel that auditory clinic services during her school day are also paramount to you right now?
It is sad to see you feel you have to pick an either / or.
THAT IS A HORRIBLY HARD POSITION FOR YOU TO BE IN.
I am glad that you continue to bring your daughter to events with her Deaf friends and ASL community members .
I have heard from many parents (Deaf and Hearing that they have had a great deal of trouble getting ASL services – bi-bi services for their children). I have heard from many parents that they have been very pressured to get CIs for their children.
I really wish it didn’t have to be so hard. I do wish you and your family and most especially Miss Kat all the best on your journey.
peace
Patti
To Miss Kat’s Mom: I cringed to see you being harshly quizzed by some commenters as if you are placed under a microscope but I am impressed with how well you responded their comments. Being a parent is a hard job and defending and justifying your decisions are even much harder. Hang in there, my neighbor.
To White Ghost: The situation that you presented brings us into the realm of value system (or morality). (“Value system” is a very broad term that includes morality but is not limited to morality itself.) The information about genes carrying diseases or defects is usually factual that is gleaned from the scientific researches. For example, it is known that there are some diseases that are caused solely by X or Y chromosome although the number of diseases caused by Y chromosome is very small when it is compared against the number of diseases that are caused by X chromosome. These facts can be presented to the parents in neutral way. However, how parents handle and use these facts is largely driven by their own personal value systems. Ideally, the professionals should be impartial as much as possible so that they will not influence the parents with their own value systems. In practice, this is easier said than done.
To Mr. John F. Egbert,
We never meet in person and you do not know me at personal level and I do not know you at personal level. How can writing assumptions about me be beneficial?
Joseph Pietro Riolo
josephpietrojeungriolo@gmail.com
Public domain notice: I put all of my expressions in this post in the public domain.
We did have some trouble with Miss Kat being unhappy at school right before Christmas. We discovered the problem was the school christmas program. They were practicing all the time and the deaf kids were frustrated because it was all singing.
The teacher asks Miss Kat to use spoken language in class when she can, but she does sign when there is a misunderstanding or something like that.
We have discussed a split placement with half days at the bi-bi school and the other half in an oral classroom. We were told no.
The school will not offer any sort of auditory (listening) therapy. They say it is against their philosophy. They will provide speech therapy, to teach phrases and lipreading, but not fluent spoken language through listening and speaking. All of Miss Kat’s therapy at the school was SIM-COM.
JPR –
“Ideally the professionals should be impartial as much as possible so that they will not influence the parents with their own systems. In practice, this is easier said than done.”
yes, it applies to audiologists that provides many good resources in a professional way, however, it may be very difficult for other deaf people to understand what the audiologists’ positions are doing for the parents of newly diagnosted (spell?) infants. That’s because they could not trust audiologists’ instincts. That’s the huge problem…..
It has nothing to do with trusting the audiologists’ instincts, it has to do with their training and background since most of them do not take courses in ASL and Deaf culture. Only a few audiologists (I have several friends who are audiologists) took interest to go beyond the “expectations” to learn ASL at their own voluntary time since it is not required for them to take such courses when getting a degree and a license.
Just because a Deaf child not having access to spoken language doesn’t mean he or she is doomed to be behind with language development unless ASL is not in the picture. My non-implanted Deaf children was and still is not behind with both languages because they had access to ASL and literacy English (reading, writing and fingerspelling).
Thank you MKM for taking the time to explain as I can see your dilemma. I just want to clarify that not all bi-bi schools are alike that it is not true for ASL to be “forbidden” in the classroom. I see that you use the word forbidden again and again in regards to spoken language when using ASL in the classroom that leaves me in a perplexed position since I work in this kind of environment.
I just hope that my explanation for keeping two languages separate that each language has a time and place to be used in order to prevent code-mixing or confusion of mixing both languages together which is one of the reasons why Deaf Education using Total Communication such as Sim-Com, SEE and Signed English has failed.
MKM, I admire you taking the initiative for spearheading the balance of both languages for your Deaf daughter and I hope that I, along with that others, have contributed the value to this discussion that will help clarify the issues. All I want is to provide support from parent-to-parent since I, as a Deaf person with two successful Deaf children and a strong background in education, care to share. I applaud you for being an involved, loving parent and wish you the very best.
Bilingually yours,
Barb DiGi
correction:
I just want to clarify that not all bi-bi schools are alike that it is not true for spoken English (not ASL) to be “forbidden” in the classrooms that use ASL.
In addition to my statement:
Historically, ASL was forbidden in the classroom since the infamous Milan 1880 and it is a rarity that ASL is allowed and spoken English is not. Sadly, more and more classes for Deaf children especially with cis are forbidden to use ASL according to AVT principle #3. Sending out this kind of message that our sign language is to be disregarded and that it is not important while studies show otherwise that the benefit is great.
Miss Kat’s Mom–
What your school is doing is actually illegal. Call an IEP meeting and request that your daugher receive half a day in the oral program and half the day in the bi-bi program. The school CANNOT tell you no if they have both. If they want to refuse or deny your request, they will have to prove in a court of law that it is an undue burden. They must provide/meet the parents’ wants, along with the needs of the child. Teachers, principals, administrators, etc, are all there to assist the child and parents; not the other way around as many schools try to make it.
Thanks, Shel, for giving the opportunity for such high-quality commentators as Miss Kat’s mom and teachers of Deaf children to have their say. Certainly there is a lot to be desired of present-day schools and their support of ASL and CI’s in the same day.
I see much that comes from personal perceptions, however. Through a parent’s eyes ANY progress is seen as tremendous and miraculous, but it may not seem so through the eyes of an experienced teacher who knows how things could be far better. Where these teachers are also parents of Deaf children and some also have CI’s, that is telling.
The fact is that today’s schools for the deaf still have a way to go and the onus still falls on the parents to fill in that gap. Home enrichment and home activities dovetail with formal instruction. These are simply enriched opportunities to read, to listen to reading, to watch captioned media, to interact with other children, to learn both visually and by hearing. Trips to the store, to family outings, to hobby fairs, etc. all provide language input and coax output.
What I don’t want to see are parents that beat the drums for CI’s as if they are the answer when they are not for most kids. It does NOT make Deaf children into Hearing children. Too much gets lost in the gaps and too much has to be done in the educational environment. Even children that are said to be developing “normally” and “up to their age level” are often found to be functioning at the lower level of their classroom of 20 to 25 Hearing children. We simply don’t know all the answers and must fight those decision makers that think they do before they blindly legislate our options.
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I am the first time on this site and am really enthusiastic about and so many good articles. I think it’s just very good.
Always yours Mr. Cialis
found your site on del.icio.us today and really liked it.. i bookmarked it and will be back to check it out some more later
Wow this is a great resource.. I’m enjoying it.. good article
Super post, tienen que marcarlo en Digg
Edwas