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Mainstreaming Deaf Children

Mainstreaming Deaf Children. Erika Guarino , M.Ed. What makes me an “authority” on the subject?. 12 years of being mainstreamed Mainstreamed in college Mainstreamed in graduate school 8+ years of working in inclusion/mainstreamed programs. Definition of Mainstreaming.

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Mainstreaming Deaf Children

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  1. Mainstreaming Deaf Children Erika Guarino, M.Ed

  2. What makes me an “authority” on the subject? • 12 years of being mainstreamed • Mainstreamed in college • Mainstreamed in graduate school • 8+ years of working in inclusion/mainstreamed programs

  3. Definition of Mainstreaming • What defines a mainstreamed class/program? • Individuals with a “disability” placed in a “normal” class setting • Important note: Mainstreaming is not for everyone.

  4. Discussion Question • What are the components of a successful/ideal mainstreamed program? • Not isolation • Understanding/aware teachers Signing teachers / qualified interpreters (also taking into consideration deaf students / signing) -clubs for deaf / hearing students • Deaf role models • Enhance awareness about deafness as a whole • -include ALL students

  5. My ideal mainstreamed program • Large number of Deaf students • Large number of staff supporting Deaf students • Self-contained classes (both academic courses and support classes) • Knowledgeable mainstreamed teachers (in regards to deafness) • Accommodations provided

  6. Accommodations in mainstreamed classrooms • Interpreters • FM systems • Note takers • Co-teachers • Etc.

  7. Largest reason for mainstreaming • Exposure to • hearing counterparts • different levels of education • different experiences/opportunities/challenges

  8. Why students come to our program • Opportunities that students can’t get at a school for the Deaf • AP/Honors classes • Vocational classes • More competitive sports • Field trips • Community service • To “get away” from their past

  9. Why my mom picked a mainstreamed program • “develop more social skills” • “allow more real life experiences with more diversity” • “learn at standard levels being with age appropriate groups” • The doctors told my mother that I would, at best, read at 5th grade level for the rest of my life.

  10. My experience being mainstreamed • Pros • Meet and collaborate with a wider variety of people • Still have Deaf peers, self-contained classes • Cons • Always have to rely on others (i.e. interpreters) in classroom settings • Transportation issues • Less exposure to Deaf culture???

  11. My experience as a teacher in a mainstreamed program • Pros • Work with a wide variety of people • I get to see the best of both worlds • Cons • Only Deaf teacher of the Deaf in the school • Being left out of many things by the school

  12. What my self-contained classes looks like • We follow the NNHS curriculum with minor modifications (mostly related to language and some expectations) • Small classes – 3 to 8 students

  13. Stuff I wish I had known… • Erika_guarino@newton.k12.ma.us

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