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Showing posts with label Education System. Show all posts
Showing posts with label Education System. Show all posts

Thursday, April 23, 2015

American Sign Language Effects On The Brain

VIDEO [CC/Signed] - Deaf children need adequate communication to develop a healthy brain, experts say.



DHN's coverage story of the education and communication skills for Deaf children in the United States of America. Experts tell us how the brain works when it doesn't develop properly and when it does.



Their solution? Giving Deaf children access to both American Sign Language and English leads to healthy development and should be part of every child's learning process from day one. Next week we meet two women who did just that.



To activate this feature, press the "CC" button.


DHN is a place where everyone can get the news in the language that suits them best, whether they are Deaf or Hearing. DHN is a news agency and incorporate American Sign Language, spoken English and captions into each broadcast.



Let's Connect Deaf and Hearing Network:

Website: www.WatchDHN.com

Facebook: www.faceBook.com/WatchDHN

Twitter: www.twitter.com/DHN_News

Subscribe: www.youtube.com/DHNNews



Related DHN News:

Deaf and Hearing News - Deaf Family

Deaf Mom Dances With Hearing Son Goes Viral

Deaf Chef 2014 - Kurt Irish Chef Ramborger

Deaf Domestic Violence #WhoWillAnswer

Deaf Talent & Hollywood Controversy

Deaf Culture Series: Interview With Guthrie Nutter

American Sign Language Effects On The Brain

Saturday, April 18, 2015

The Human Right To Language For Deaf Children

VIDEO: Signed - Rethinking LRE: The Human Right To Language for Deaf Children.



Rethinking Language-Rich Environment by Brenda J. Falgier. The video bases its dicussion on "The Human Right to Language" by Mr. Siegel.



Gallaudet University Press has published, "The Human Right To Language," by NDEP's founder and director, Lawrence M. Siegel who created the Statement of Principle in which he argued that the educational delivery system in America must be "communication-driven" for Deaf and Hard of Hearing students, proposes in his new book that current special education law violates the 1st and 14th Amendment rights of Deaf and Hard of Hearing children.





Brenda Falgier's discussion is based on Lawrence M. Siegel argument regarding the First Amendment in safeguarding the human right to language for Deaf children.



Reference: Siegal, L. M. (2008). The human right to language: Communication access for Deaf children. Washington, DC: Gallaudet University Press.

Sunday, March 15, 2015

The Truth About Illinois School For The Deaf

EXCLUSIVE VIDEO [CC] - Under Fire: ASL and Cued Speech at the Illinois School for the Deaf.



JACKSONVILLE, IL - A few months ago, Michele Westfall tagged me and a few other people about the Illinois School for the Deaf's website on "Cued Speech Myths." What I saw there was heartbreaking. This is my response to the situation, sharing observations on their video series. Please support the Illinois Deaf Community's efforts to improve conditions at the school.



An Illinois Deaf Community member has stated that the superintendent is leaving in June 2015 and the pro-Cued Speech principal, Angela Kuhn, is a candidate for the position. The community does not want her to take the job.



Description of Adrean Clark, a Deaf white woman wearing a black and silver ASL Bat t-shirt appears against a dark blue background. Her narrative is interspersed with footage from the Illinois School for the Deaf's video series featuring the superintendent and classroom situations.





Summary: The Illinois School for the Deaf released a series of videos intended to dispel doubts about their "bilingual" program. I was heartbroken by what I saw in the footage and would like to show you what I noticed.



- The school's mission is to provide a bilingual ASL - English environment. The actual practice is far from bilingual. The example footage shown takes place during an English composition class. The teacher asks (with Cued Speech) what "to conclude" means. Two students respond - one with ASL/fingerspelling and another by oral English only. The teacher winks at the speaking students. This is common to oral environments that try to "share space" with ASL. Speaking English tends to come first. The student that spoke got special treatment while not signing at all.



- The superintendent claims that the thousands of words in science and social studies have no ASL equivalent, therefore must be fingerspelled. That is a false claim, since ASL has built-in systems for developing new words. The choice to depend on fingerspelling actually robs students of full access to ASL - as an example a video from the ASL THAT! group is posted. In the video Joseph Wheeler differentiates between deer, moose, and elk by following ASL handshapes and structures. The result is a rich natural sciences education that all Deaf students should have access to.



- The superintendent states that Cued Speech provides an alternative for long-term retention of English information that doesn't involve English print alone. That statement shows that speaking is considered superior at the Illinois School for the Deaf.



- In a mathematics classroom, the teacher interrupts teaching to show students how to speak the word "proper." An assistant is called in to display proper mouthing and cueing for the students. When she tries to fingerspell the word, she gets a slap on the hand. It is disconcerting that so much time was spent on that one word - and on top of that, even daring to use English fingerspelling was considered "bad." That is not an ASL-English bilingual environment at all!



The Illinois School for the Deaf is an oral program that uses manually-coded English as the primary mode of instruction. It is not a bilingual program. Footage Sources: Myth 1, 2, and 5 at http://illinoisdeaf.org/FactOrMythASL.html



Facebook link: https://www.facebook.com/video.php?v=10153142214605818 SOURCE

Thursday, February 13, 2014

Facundo Element: The D: Detroit Deaf Education

VIDEO [ASL/CC] - Facundo Element: The D: Detroit Deaf Education Film.



Facundo Element: An organization that actively works to remove oppression and misrepresentation of D-E-A-F people through the means of mass media and non-violent activism.



The project film documentary of a narrative of Deaf students and parents' experience with Detroit Public Schools. Download transcription here: www.facundoelement.com/thed/transcript.p­df







Follow Facundo Element:

Website - www.FacundoElement.com

Facebook - www.facebook.com/Facundo.Element

Twitter - www.twitter.com/FacundoElement

Subscribe - www.youtube.com/FacundoElement

Saturday, January 11, 2014

Deaf Cambodian Frees From ‘Prison’

VIDEO: Sign Language Frees Cambodian Deaf From 'Prison'



PHNOM PENH - At a hairdresser's shop in the Cambodian capital, there is none of the usual chit chat you might expect when getting a haircut because the barbers are all Deaf.



They have graduated from the only education course for Deaf adults in Cambodia, where the vast majority of people with hearing problems never had the opportunity to learn sign language.



"I didn't have any contact outside of my family. It was like being in prison. I was stuck there. I couldn't do anything. I didn't have any money. I didn't have any education," barber trainee Oeun Darong, 27, explained in Cambodian Sign Language.



Until the late 1990s, Cambodia was one of the few countries in the world without its own sign language.



But that is changing thanks to the work of American priest Charlie Dittmeier, who began to develop the kingdom's own version with help from foreign linguists and researchers after he was posted in the Southeast Asian nation 13 years ago.







"We get people coming to us at the age of 25, 30, 35. They have never been to school a day in their life. They have no language," said Dittmeier.



His Deaf Development Program (DDP) is one of only two groups running schools for people with hearing problems in Cambodia. The other one is for children.



About 30 Deaf students aged 16 or older are currently taking a two-year course at the DDP centre in Phnom Penh, learning simple sign language, writing, reading and other life skills, said Dittmeier.



A third year is spent in job training like at the barber shop, where the students receive instructions given in sign language on how to offer hair cuts, shaves and ear cleaning.



'I couldn't talk to my family' ... Read more: http://www.gmanetwork.com/news/story/343256/lifestyle/artandculture/sign-language-frees-cambodian-deaf-from-prison

Thursday, December 19, 2013

#fakeinterpreter - Education Rights For Deaf Children

VIDEO [ASL/CC] - Education rights for Deaf children (feature of the #fakeinterpreter)



The #fakeinterpreter incident during Nelson Mandela's memorial teaches us an important thing - if you can't sign, don't pretend you can.



However, there is a large number of incompetent communication support workers "interpreting" for Deaf children in mainstream schools in the United Kingdom.



Deaf children are born with the same basic capacities for learning and language as all children; they can and should reach their full potential with appropriate, visual, quality educational programmes and support - it is their human rights!







Related Terps Goes Viral:

Sign Language Interpreter Goes Viral During Ebola Press Conference

Lydia Callis: Bloomberg's Interpreter Goes Viral



Related Terps Parodies/Spoofs:

SNL Spoofs Fake Sign Language Interpreter Skit

Your Jokes About Bloomberg's Sign Language Interpreters Aren't Funny

'SNL' Opening Skit Puts Sign Language Interpreter Front & Center

Marlee Matlin Upset Over 'SNL' Sign Language Skit

List of Mockery Sign Language Videos

Lydia Callis, Bloomberg Interpreter Goes Viral

Charlie Swinbourne: Hearing People Mocking Sign Language For Comic Effect Just Isn’t Funny

Chelsea Handler Mocks Bloomberg’s ASL Interpreter Lydia Callis, Gets Schooled by Deaf Group

Responding to Those Who Mock Sign Language



Related Fake Interpreter:

Deaf Outraged Over Fake Sign Language Interpreter At Mandela Memorial

Flash News: I'm Schizophrenic, Says 'Fake' Interpreter

NAD Says 'Fake' Interpreter Signing Gibberish

'Fake' Sign Language Interpreter Defends Himself

Marlee Matlin Reacts To The 'Fake' Interpreter

ASL Morning Message: 'Fake Interpreter'

Real Interpreter of the Nelson Mandela Memorial

KODA Girl In Kindergarten Holiday Concert

#fakeinterpreter - Education Rights for Deaf Children

Deaf Advocates Asks Europe Union For Interpreter Standards

'SNL' Opening Skit Puts Sign Language Interpreter Front & Center

SNL Spoofs Sign Language Interpreter Skit

Monday, November 4, 2013

The Power of Sign Language

VIDEO [CC] - The Power of Sign Language - Human Rights Watch: Deaf children have a right to a quality education, like all other children, in a language and environment that maximizes their potential. Sign language is critical for Deaf people to be able to communicate, express themselves, and learn.



SYDNEY, AU – Deaf children have a right to a quality education, like all other children, in a language and environment that maximizes their potential. In a video released on October 18, 2013, in conjunction with a global conference in Sydney on equality for Deaf people, Human Rights Watch shows some of the challenges faced by Deaf children and young people, and the opportunities sign language education offers them.



Worldwide, Deaf children and young people are often denied an education, including in sign language. There is a lack of teachers well-trained in sign language, and in many cases parents do not know that their children have a right to go to school and that they can learn if only given the opportunity.



“Sign language is critical for Deaf people to be able to communicate, express themselves, and learn,” said Shantha Rau Barriga, disability rights director at Human Rights Watch. “Depriving Deaf people of the opportunity to learn sign language can condemn them to devastating isolation.”







Hundreds of Deaf people, their families, government officials, and disability experts have gathered in Sydney for a major conference on October 16-18 organized by the World Federation of the Deaf.



Human Rights Watch documented cases of Deaf children and young people in Nepal, China, and northern Uganda who were denied their right to education in sign language. Some Deaf children and young people interviewed did not attend school at all. Teachers and parents often have the misconception that Deaf children lack the intellectual capacity to learn.



A Deaf teacher featured in the video told Human Rights Watch: “Our disability only affects our hearing, not our minds. A Deaf child’s mind is as good as a hearing child’s mind.” ... Read more: http://www.hrw.org/news/2013/10/17/offer-deaf-children-education-sign-language

Saturday, October 19, 2013

Human Rights Watch: Deaf Children Education in Sign Language

VIDEO [CC] - Human Rights Watch: Offer Deaf Children Education in Sign Language. Sign language is critical for Deaf people to be able to communicate, express themselves, and learn.



SYDNEY, AU – Deaf children have a right to a quality education, like all other children, in a language and environment that maximizes their potential. In a video released on October 18, 2013, in conjunction with a global conference in Sydney on equality for Deaf people, Human Rights Watch shows some of the challenges faced by Deaf children and young people, and the opportunities sign language education offers them.



Worldwide, Deaf children and young people are often denied an education, including in sign language. There is a lack of teachers well-trained in sign language, and in many cases parents do not know that their children have a right to go to school and that they can learn if only given the opportunity.



“Sign language is critical for Deaf people to be able to communicate, express themselves, and learn,” said Shantha Rau Barriga, disability rights director at Human Rights Watch. “Depriving Deaf people of the opportunity to learn sign language can condemn them to devastating isolation.”



Hundreds of Deaf people, their families, government officials, and disability experts have gathered in Sydney for a major conference on October 16-18 organized by the World Federation of the Deaf.







Human Rights Watch documented cases of Deaf children and young people in Nepal, China, and northern Uganda who were denied their right to education in sign language. Some Deaf children and young people interviewed did not attend school at all. Teachers and parents often have the misconception that Deaf children lack the intellectual capacity to learn.



A Deaf teacher featured in the video told Human Rights Watch: “Our disability only affects our hearing, not our minds. A Deaf child’s mind is as good as a hearing child’s mind.” ... Read more: http://www.hrw.org/news/2013/10/17/offer-deaf-children-education-sign-language

Thursday, August 29, 2013

Parents Of Deaf Children Encouraged To Learn Sign Language

VIDEO: Parents of Deaf children encouraged to learn sign language.



KENYA - Parents of Deaf children need to learn sign language in order to communicate with their children.



This is the proposal by the undugu society of Kenya, who maintain that most Deaf children, especially those from poor backgrounds, live most of their formative years in silence because both their parents and the community at large cannot communicate with them.



The society also faulted the education system for not being accommodative enough to enable effective learning by Deaf children.







Watch KTN Streaming LIVE from Kenya 24/7 on http://www.ktnkenya.tv

Follow us on http://www.twitter.com/ktnkenya

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Tuesday, June 25, 2013

Ontario Deaf Schools: Stands Up and Speaks Out

VIDEO [ASL/CC] - Ontario Deaf Schools: Stand ups and speaks out. Students protest outfront Deaf school. Almost two dozen students protest outfront the E.C. Drury School for the Deaf, staff cuts,that they say will impact their education.



TORONTO - Students from the E.C. Drury School for The Deaf are in their second day of protesting the layoffs of 56 full-time support and residential staff, including nine locally at their Ontario Street campus of Ontario’s Provincial Schools.



The Deaf Ontario Association, which represents the Deaf in Ontario, posted on its website - the cuts will hurt the province's most vulnerable students with disabilities and severely impact their families rights to accessible education. Source: http://www.insidehalton.com/news-story/3846050-students-protest-out-front-deaf-school/.



The layoff of 56 full-time staff from Ontario’s Provincial Schools will hurt the province’s most vulnerable students with disabilities and severely impact the families’ rights to accessible education.



Deaf Canadians: Stand Up and Speak Up.




Ellen Support ECD Protest.


This is regarding ECD Deaf school protest in response to Ontario Government's recent decision to lay off staff at Deaf schools in Ontario.



Deaf Children Value Deaf School and Staff.


Vaylena Sauve 6 years old and Owen Sauve 9 years attend Sir James Whitney for the Deaf School. Value all Deaf school.



Related Post:

Ontario Deaf Schools Staff Layoffs

Saturday, May 11, 2013

No More Sign Language For Deaf Children With Implants ?

Medical Research: No more sign language for Deaf children with implants?



NEDERLANDS - The language development of children with a cochlear implant who only learn spoken language is faster than that of children with a cochlear implant who are also learning sign language. This is what Leiden researcher Karin Wiefferink concludes in her dissertation.



Monolingual environment may be better for development of spoken language: Wiefferink compared the language development of Flemish children with a cochlear implant (CI) with that of Dutch children who also had a cochlear implant, but who grew up in a bilingual environment in which they were learning both spoken language and sign language. The study shows that the spoken language development of the Flemish children was faster than that of the Dutch children. What was remarkable was that the sign language of the Dutch children barely showed any signs of development once they had a cochlear implant. In addition, after a while, the Dutch children developed a preference for spoken language. These results suggest that a monolingual environment is better for language development than a bilingual environment.



Socio-emotional development: A second study from the dissertation shows that the socio-emotional development of children with a CI is slower than that of hearing children. A notable finding was that the linguistic development only played a minor role in this context. One possible explanation is that CI children are less aware of what is happening in their direct environment, because they find it difficult to follow conversations in a noisy environment. Wiefferink: ‘Access to the social environment therefore seems to play an important role in socio-emotional development.’ ...READ MORE: http://www.news.leiden.edu/news-2012/no-more-sign-language-for-deaf-children-with-implants.html

Sunday, April 14, 2013

Calling The ASL Community: Remove Karl White

VIDEO [ASL/CC] - Calling the ASL Community.



Be toxic may stop spread of audism! Suggest to watch this video and do share to Deaf community only if you love American Sign Language!



As State Director of Special Education and the person who gathered nominations for the Application Selection/Screening Committee members, it is important that I let you know there are two problems.







There is only one Deaf person on this committee. This is unacceptable. Deaf people are heavily invested in USDB and should have a majority position on any committee discussing it.



One of the committee members, Karl White, is seen, by the Deaf Community and also by professionals who study and teach about Language Acquisition, Brain Development, and Deaf Culture, as someone who is very lacking in being able to help decide interview questions for the upcoming USDB Supt candidates.



His past interactions have been disrespectful towards Deaf professionals and those knowledgeable about Deaf Education. This has been evident at EHDI conferences and other NCHAM lectures. He has a known reputation for disregarding Deaf input. He has been oppressive and patronizing to Deaf adults and the Deaf Community. I feel he is someone who does not understand what is critical to understand about Deaf Education and the skills/talents needed in the next USDB Supt. I would petition you and those who have made this appointment to please remove Karl White from this committee. He is unacceptable.



Share this on Facebook, Twitter, and even email your friends and family.



COPY and PASTE



Email -- glenna.gallo@schools.utah.gov

Subject Line: Complaint Regarding to Application Screening Committee



Sample Letter:



Dear Ms. Gallo



As State Director of Special Education and the person who gathered nominations for the Application Selection/Screening Committee members, it is important that I let you know there are two problems.



There is only one Deaf person on this committee. This is unacceptable. Deaf people are heavily invested in USDB and should have a majority position on any committee discussing it.



One of the committee members, Karl White, is seen, by the Deaf Community and also by professionals who study and teach about Language Acquisition, Brain Development, and Deaf Culture, as someone who is very lacking in being able to help decide interview questions for the upcoming USDB Supt candidates.



His past interactions have been disrespectful towards Deaf professionals and those knowledgeable about Deaf Education. This has been evident at EHDI conferences and other NCHAM lectures. He has a known reputation for disregarding Deaf input. He has been oppressive and patronizing to Deaf adults and the Deaf Community. I feel he is someone who does not understand what is critical to understand about Deaf Education and the skills/talents needed in the next USDB Supt. I would petition you and those who have made this appointment to please remove Karl White from this committee. He is unacceptable.



Sincerely,



(name)

(stakeholder position:whichever you are)

Deaf adult

Parent

Professional

Student

--------------------------------------------------------------------------------

Related Articles:

Critical Interrogation of Karl White's Speech

EHDI's Stakeholders