User talk:Jparkh98/sandbox

https://en.wikipedia.org/wiki/Deaf_education I think i need to specify more clearly as to what I should be stubbing. Maybe "Deaf education in the United States" Add in citations for some of the information and fix grammatical errors and punctuation. There are some citations that do not fit with the things that they are talking about so I feel like to make it accurate I will add in the correct citations. Also I want to add in more information about the whole education process and the difference between hearing impaired and deaf education and the contrast between both of them.

Add Accommodations: using hearing device subtitles during videos sign language interpreter

making sure students feel welcome in class. Maybe learning a few simple sign words so students can communicated and make feel welcome. — Preceding unsigned comment added by Jparkh98 (talk • contribs) 17:09, 25 April 2017 (UTC)

Also for history I want to add in how people where very persistent to try and teach deaf people about God. That way they can be "saved" Then add in the citation.

Also that deaf education around the world is completely different because there is ASL KSL etc. But it seems as though deaf history as in what they study is similar all around.

I want to continue my outside research on the different educational standards and everything on the different countries listed.

I feel like I can really relate to this topic because I plan to be a future educator and can apply this into my teaching, (tips and all)

Add in how hearing impaired students are considered special needs in America. and how special needs students are becoming more integrated with the classes as a whole. — Preceding unsigned comment added by Jparkh98 (talk • contribs) 04:43, 26 April 2017 (UTC)

Identifying needs Children may be identified as candidates for deaf education from their audiogram or medical history. Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities of frequencies.[1] Of the children identified as deaf, only 10% are born to deaf parents.[not in citation given] This percent of deaf students may have a linguistic advantage when entering the education system due to more extensive exposure to a first language.[2] - being understanding to the language and culture - understanding the differences of the language

Individual needs[edit] Deaf education programs must be customized to each student's needs, and deaf educators provide a continuum of services to deaf students based on individual needs.[3] In the United States, Canada and the UK, education professionals use the acronym IEP when referring to a student’s individualized education plan. -ensuring a interpreter if needed -note takers in class -overview of the classroom

Bilingual-bicultural education[edit] Main article: Bilingual-bicultural education Front of two-story building with columns, with a flagpole in front Alumni Hall, the middle and high schools at the Indiana School for the Deaf (a bilingual-bicultural school) In this method, deafness is approached as a cultural, not a medical, issue.[12] In a bilingual-bicultural program, deaf children are recommended to learn American Sign Language (ASL) as a first language, followed by written or spoken English as a second language.[12][13] Bilingual-bicultural programs consider English and ASL equal languages, helping children develop age-appropriate fluency in both.[13] The bilingual-bicultural approach believes that since deaf children learn visually, rather than by ear,[12] classes should be conducted in a visual language. To avoid harming the students' accuracy and fluency in either language, American Sign Language and spoken English are not used simultaneously, since they use different grammar, syntax, and vocabulary; ASL is usually used as the language of instruction, though some bilingual-bicultural schools use spoken English in some contexts with some students.[citation needed] Many bilingual-bicultural schools have dormitories; students may either commute to school or stay in a dormitory as part of a residential program, visiting their families on weekends, holidays and school vacations. -understand the context and facial movements etc and the importance of it when communicating and teaching in a bicultural classroom with deaf and hard of hearing schools/ class.

Auditory-oral and auditory-verbal education[edit] Main articles: Auditory-verbal therapy and Oralism Red-two-story building with spring-flowering tree in front Hubbard Hall is the main building on the Northampton campus of Clarke Schools for Hearing and Speech, an oral school. The auditory-oral and auditory-verbal methods, known collectively as listening and spoken language, are forms of oral education.[14] These methods are based on the belief that a deaf child can learn to listen and speak so that their family does not need to learn sign language or cued speech.[15][16] These methods, presented as communication options, rely on parental involvement.[15][16] Children using this option may be placed in a continuum of educational placement, including oral schools (such as the Clarke Schools for Hearing and Speech), classrooms for deaf students in public schools or mainstream classrooms with hearing students.[15][16][17]

-Major locations for school of deal and where deaf education is most popular at. (western areas.) — Preceding unsigned comment added by Jparkh98 (talk • contribs) 16:22, 2 May 2017 (UTC)