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What We Know About Deaf Students and Learning

What We Know About Deaf Students and Learning

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What We Know About Deaf Students and Learning

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  1. What We Know About Deaf Students and Learning John Albertini ESL Workshops July 15-19, 2002

  2. Outline • Introduction: orientation to child development and view of education • Deaf children in the US: demographics and characteristics • Learning and language learning at home • Cognitive development • Literacy learning

  3. Introduction • A cognitive orientation to children’s development • A social constructivist view of their education

  4. Deaf Children in the US: Demographics Sign City(video) • 23 million Americans (less than 10%) have significant, chronic hearing losses • 1.5 million Americans are deaf in both ears (NCHS, 1999) • Family backgrounds • School environments

  5. Deaf Children in the US: Characteristics • Languages in the home • Lower family incomes • Mental health

  6. Language Learning--how? • Overgeneralizations • Semantic English: Daddy Chinese:爷爷 • Morphological English: goed, sitted, swimmed foots, sheeps, deers ASL: DON’T – EAT DRINK, TICKLE • Pronouns English: Want to sit in my lap (your) Chinese: 把狗狗给你 (me)

  7. Language learning--when? • Mother’s voice (hearing infants) • Sign/speech emergence • Milestones

  8. Language learning—how well? • Critical Period • Key factors in development

  9. Cognitive Development • Visual-Spatial Abilities • Working (short-term) memory • Semantic (long-term) memory • Creativity and problem solving

  10. Interaction of Knowledge and Reading BLUE GREEN RED PURPLE

  11. Interaction of Knowledge and Reading RED PURPLE BLUE GREEN

  12. Interaction of Knowledge and Reading ORANGE GRASS BLOOD GRAPE

  13. Interaction of Knowledge and Reading GRAPE BLOOD GRASS ORANGE

  14. Literacy learning—how? • Deaf students who are 18-years old • read at fourth to sixth grade reading levels • write on a par with hearing students who are 9 to 10 years old • Deaf students • use different decoding strategies for reading • use modeling and social interaction to learn writing

  15. Literacy learning—when? Kitchen notes: • We’re at…Don’t get into trouble. (Donald) • Will see you tonight. (Larry) • We’re going to Grandma’s house tonight. (Marie) • Start dinner for your father. (Diane) • Clean your room. (Marie) • The dog has been fed. Or, Please feed Rosy. (Randall)

  16. Literacy learning—when? Kitchen Notes: • Instrumental • Social • Expressive