User talk:Gatsparilla/sandbox

Keri and Raven's Peer Review
I really like the introduction to the different approaches to Deaf ed! I feel as though this is an important aspect to include as it explains the emphasis on language and why Deaf children's education is so important, and frankly, highly debated.

"Identifying deaf children"
 * The one thing I think I would consider writing a small blurb about or even linking to another wiki page would be about the Early Hearing Detection and Intervention (EHDI) as well as Universal Newborn Hearing Screenings, if you are discussing how to determine if a child is DHH. (https://en.wikipedia.org/wiki/Universal_neonatal_hearing_screening)


 * I know your topic is not about how to identify deafness but if you wanted to you could mention many acquired causes can lead to deafness- such as measles, mumps, meningitis, encephalitis, etc.


 * "In as recent years as the 1990s, many parents in the United States were unaware that their child was deaf until on average 2.5 to 3 years old, according to the U.S. National Institute of Health. Worse yet, many other children were not identified as having any hearing impairment until they reached 5 or 6 years of age." -- not sure if this is a direct quote or intentionally stated but maybe consider changing the term hearing impairment to "identified as deaf or hard of hearing"


 * Overall, I think your first section is thorough and an important introduction to this topic

Language Deprivation Really really important for explaining why Deaf education practices, methods, philosophies, etc. are so critical!

I think your summary is very well written and presents information in a nice way. I know in my article we were thinking of adding a section on language deprivation and it is challenging to present the info in a neutral way.

Bi-Bi
 * In addition to the residential aspect, maybe worth adding how children have the opportunity to see many Deaf/HOH role models for them around the campus. Deaf people working in almost every aspect of the school system is a nice way for these children to "see themselves" in adults. (Also there are typically more signing and Deaf teachers at this school, so they are being supported by people who understand them). -- developing a sense of pride, strong language models.


 * I think it may be worth to point out in this page that Bi-Bi is an educational philosophy and not a school setting. While many residential schools will subscribe/ teach a Bi Bi education, not all of the philosophies of these schools are the same. In theory a mainstream self-contained classroom could adapt to and teach a Bi Bi model. It may be worth it to section out the philosophies from school contexts/environments if that is the goal of your page.

Auditory/ Verbal
 * Sign is limited- most of the focus is on "speaking and listening"
 * I think the facts you have for this section are good. Maybe worth linking to another wiki page about this approach.

Mainstream
 * I like how you discuss the potential variety of mainstream settings
 * It may be worth it to mention that some mainstream programs have many DHH students, but sometimes there may only be a few in the whole school.
 * Under the first bullet in the self-contained section you could use information about the idea of LRE under IDEA PL 94-142 (Least Restrictive Environment) to discuss why inclusivity may be different for Deaf children than it is for other disabilities, because language is what is at stake.

Overall I like your approach to this topic! Looking forward to reading your final page!

Suggestions
Nice job so far!

Think about how you structure the first paragraph. It isn't having deaf parents that inoculates deaf kids to language deprivation, it is early exposure to language. Think about framing it that way, in a way that is neutral wrt parent hearing status. Perhaps something like: 1) The primary risk of deafness/hearing loss is being cut off from language. This is particularly problematic if children are born deaf or lose their hearing before learning language. 2) Deaf children can access language via early exposure to sign language, hearing devices, and various speech and language interventions. 3) Lack of access to language during early childhood can have lasting effects, so early intervention is critical. Early intervention globally looks like XXX (e.g., early hearing screening, mandated early intervention, etc.). 4) When children have restricted access to language, there can be harmful consequences for many aspects of development such as X, Y, and Z. Spoken language outcomes even under the best circumstances are highly variable and unpredictable. Some 50% of deaf children have spoken language skills below the 16th percentile during early elementary school. If these children are not fluent in sign language, they are at serious risk of language deprivation syndrome.

Ncaselli (talk) 01:18, 30 April 2019 (UTC)