18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
4/16/2013 | 11:00 AM - 12:00 PM | To sign or to speak? Exploring diverse pedagogies of language in Education | Solana C | 3
To sign or to speak? Exploring diverse pedagogies of language in Education
Parents, stakeholders, and teachers often face the question for the deaf child: is sign language or spoken language the best effective language for the child? The question of language choices for early intervention immediately become very important yet complex. Schools provide deaf children with a unique opportunity to obtain a valuable education; however, the challenges in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in deaf schools are contested by divergent ideologies of spoken English and sign language – something that has continued for more than 250 years. This presentation outlines different language intervention choices and reveals the different ways that schools play powerful and exacting roles in the creation and maintenance of language for deaf children. Some of the data will be drawn from the presenter's book/research on various schools; both aural/oral-based and sign-based schools. For effective intervention and placement of language for the deaf child, there is a need for parents and stakeholders to be educated on larger issues of deafness within different types of deaf education to uncover emergent ideologies, identity formations, language, culture, and everyday social constructions. Identifying positive choices for the deaf child involve larger critical justice issues related to deafness through critical, yet collaborative inquiry that have important implications influencing the types of knowledge and identities produced for the deaf child.
- Identify language choices for the deaf child
- Discuss implications of language acquisition for the deaf child
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Presenters/Authors
Leala Holcomb
(POC,Primary Presenter), Deaf Youth USA, lealleaholcomb@gmail.com;
Teacher of the deaf and Masters in Deaf Education.
ASHA DISCLOSURE:
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Nonfinancial -
Mark Ramirez
(Co-Presenter), New Mexico School for the Deaf, ramirez.mark.a@gmail.com;
Mark Ramirez was born hearing and grew up like most hearing children. It wasn’t until he was 8 years old that he experienced hearing loss and the new inability to interact and receive education as he had always known. He wore hearing aids at home and was supported with the FM System at school. However, it was not the same. Mark’s mom decided to implement basic signs at home to support communications and placed him in an academic environment where he could receive his education in American Sign Language (ASL). It was not easy; but ultimately, this is when he finally felt normal again. Mark became fluent in ASL and maintained his listening and spoken language abilities with his residual hearing, hearing aids, and speech therapy. Today, Mark is a bilingual, bimodal licensed social worker focusing on all deaf and hard of hearing children, adults, and their hearing family members.
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Nonfinancial -
Thomas Horejes
(Co-Presenter), Gallaudet University, thomas.horejes@gallaudet.edu;
Dr. Thomas Horejes received his PhD in Justice Studies at Arizona State University and is currently Gallaudet University’s Associate Provost of Student Success & Academic Quality. Prior to his position at Gallaudet, he was former Executive Director of DEAF, Inc.— based in St. Louis—that provides advocacy and interpreting services to the deaf/hard of hearing community. During his role, he collaborated with Moog Center for the Deaf on a successful program to empower parents to understand language choices for their child. He has numerous publications, including a book entitled, Social Constructions of Deafness: Examining Deaf Languacultures in Education. He is also former professor of sociology at Gallaudet University.
ASHA DISCLOSURE:
Financial -
Nonfinancial -