Language, language, language...pretty descriptive, right? Allow me to paint a picture of the lives of two fictional children; one hearing and one deaf. Let's say the children both are 5 year old and have both parents at home. The deaf child is born to two hearing parents. While wanting to do whatever is necessary to raise their child the best they can, they are not able to fluently communicate with their child at this point. They use a handful of home signs to communicate with each other.
The parents of the hearing child talk to their child daily. They often have the radio on while in the car, and have the television on throughout the day. Their next door neighbors have two children around the same age as their child; so both the children often play together. At night, the parents take turns reading with their child before bedtime.
The parents of the deaf child have a very similar day. They too listen to the radio in the car, leave the television on throughout the day, and allow their child to play with the neighbors children. The parents even put captions on the television in hopes that some sort of language will be soaked up. The obvious difference in both children is that regardless of the amount of opportunities for language exposure for the deaf child, the child is not developing language at any rate that will keep him on track with his hearing peers. Outside of the direct interaction the deaf child has with language, a deaf child is not exposed to the secondary language that takes place in their lives. For example; the television that is on in the background as the child is playing with blocks, the conversation that the parents are having in the other room, and the millions of other opportunities for a child to overhear conversation are missed out on. Regardless of whether or not the hearing child who is able to hear all of this is able to comprehend all of the language that is being used, they are able to benefit from the exposure. The hearing child hears the structure in language, the tone when certain topics are discussed, and the inflection that is used during the use of certain parts of speech.
My point is this...when we have the opportunity to work with a deaf child, make sure we are taking our questioning a step further. For example, if you ask a deaf child the sign for car, don't stop there. Ask them how many doors it has. Ask them how many colors they see on the car. Ask them what windshield wipers are. Ask them why a tire feels differently than the hood of a car. Ask them why tires have tread. If we settle simply for "car", then we are allowing the gap between language rich peers to widen. We must be willing to take them to depths in language that no one has taken them before. With their parents, neighbors, and almost everyone else they come in contact with being unable to do so...if not you, then who?
Hope you had a fantastic summer,
Brian
Thursday, August 4, 2011
Friday, July 29, 2011
Crossing the Country, Crossing Cultures
Recently my travels took me out west, to San Diego, California. Specifically, I was in San Ysidro, a small town that sits just above the Mexican border. I was conducting a training while out there to an audience that was primarily Hispanic. In addition, their student population is composed primarily of Hispanic children. I completely enjoyed my time with the group. They were engaging and very open about their experiences in the classroom. They shared many of the issues they face in educating their students with me.
During my flight home, a couple of thoughts occurred to me...One: Many of the bumps in the road that educators of the deaf come across are similar to the issues that the staff in San Ysidro encounter. Two: Jack in the Box wasn't the best idea for a pre-flight meal (I'll spare you the details of the latter).
Many of the shared issues are rooted in language. Both, educators of Hispanic and educators of deaf children have a cloud of discontent between parents and administration lingering, floating just above their classrooms.
In California there is unrest woven into the debate over ELL students. The focus of the debate is whether or not students should be educated in their native language, or whether they should receive instruction fully immersed in English. The shared experience between teachers of native Hispanic students and teachers of the deaf, is the role that parents play in their child's education. When I was a child, I was fortunate enough that when I cracked open my books at home, my parents were there to answer questions about either the directions, or provide me with the appropriate guidance to enable me to complete my homework. Every year that I spent in the classroom with deaf children, I struggled with providing homework to my students that asked them to go beyond the instruction they had received in class that day. The reason I struggled? Because the vast majority of parents of deaf children lack the ability to fluently communicate with their child. When a parent lacks the ability to communicate with their child, the student is left on their own to complete the work.
I have to admit that I had not every given much thought to much thought to the idea that there may be another population out there that may sharing the same frustrations that teachers I did. In a weird way, it was almost a relief to know that we weren't the only educators facing these language barriers. Many of the Hispanic children attending schools in the United States are bringing home curriculum, developed in English; a language their parents are often unable to communicate fluently or at all with to their children. This lack of communication leaves educators alone with the task of educating these children. If I'm guessing, I would say that the vast majority of these students can still succeed academically. But I suppose the question is, "Are these children receiving an education that will challenge them enough to reach their full potential?" As I stated earlier, in a odd way, it was a relief to know that educators of the deaf are not alone in this struggle. As I sat on the plane that sense of relief quickly faded, and a sense that Jack in the Box was going to force me to ignore the captains orders of keeping your seat-belt fastened grew.
During my flight home, a couple of thoughts occurred to me...One: Many of the bumps in the road that educators of the deaf come across are similar to the issues that the staff in San Ysidro encounter. Two: Jack in the Box wasn't the best idea for a pre-flight meal (I'll spare you the details of the latter).
Many of the shared issues are rooted in language. Both, educators of Hispanic and educators of deaf children have a cloud of discontent between parents and administration lingering, floating just above their classrooms.
In California there is unrest woven into the debate over ELL students. The focus of the debate is whether or not students should be educated in their native language, or whether they should receive instruction fully immersed in English. The shared experience between teachers of native Hispanic students and teachers of the deaf, is the role that parents play in their child's education. When I was a child, I was fortunate enough that when I cracked open my books at home, my parents were there to answer questions about either the directions, or provide me with the appropriate guidance to enable me to complete my homework. Every year that I spent in the classroom with deaf children, I struggled with providing homework to my students that asked them to go beyond the instruction they had received in class that day. The reason I struggled? Because the vast majority of parents of deaf children lack the ability to fluently communicate with their child. When a parent lacks the ability to communicate with their child, the student is left on their own to complete the work.
I have to admit that I had not every given much thought to much thought to the idea that there may be another population out there that may sharing the same frustrations that teachers I did. In a weird way, it was almost a relief to know that we weren't the only educators facing these language barriers. Many of the Hispanic children attending schools in the United States are bringing home curriculum, developed in English; a language their parents are often unable to communicate fluently or at all with to their children. This lack of communication leaves educators alone with the task of educating these children. If I'm guessing, I would say that the vast majority of these students can still succeed academically. But I suppose the question is, "Are these children receiving an education that will challenge them enough to reach their full potential?" As I stated earlier, in a odd way, it was a relief to know that educators of the deaf are not alone in this struggle. As I sat on the plane that sense of relief quickly faded, and a sense that Jack in the Box was going to force me to ignore the captains orders of keeping your seat-belt fastened grew.
Wednesday, July 20, 2011
The More the Merrier!
As many of you know, the position that I have at the Resource Materials and Technology Center (RMTC) calls for me to introduce technology to the classrooms of deaf children across the state of Florida. The hope is for the technology to make the curriculum more accessible for the deaf student. The list of things we introduce to teachers gets longer every day. It really is amazing to think that there are so many products out there for us to use when you consider how deaf education began. Sometimes the list of devices and software available is so long that I often forget some of the items that are available.
Each piece of technology has its purpose and strength, and when used correctly, can truly make a difference in a child's academic progress. It's interesting, most of the products that we recommend to teachers of the deaf were not originally designed with educating the deaf in mind. However, teachers of the deaf tend to be very creative (not saying that all teachers aren't creative!...I'm just a little partial!) and are able to see the potential in some products that were not designed for the deaf.
One key element that I feel is often overlooked is using one product in conjunction with another...and another...and another. While some products serve their purpose and achieve what was intended, often others fall short. Either they fall short by their own measure, or they fall short of the potential that could be realized if only they were coupled with other products. At some point I will make an entry onto this blog showing some examples of using certain software and/or devices in conjunction with others. As for now, I would like to leave you with your cogs spinning. What programs do you have available to you that you might be able to get more out of if you were to use is alongside another program? If you like, feel free to post your ideas in the comments section below. If you are more of the private sort, email me your ideas! I would love to see what you are doing out there!
Until next time,
Brian
Each piece of technology has its purpose and strength, and when used correctly, can truly make a difference in a child's academic progress. It's interesting, most of the products that we recommend to teachers of the deaf were not originally designed with educating the deaf in mind. However, teachers of the deaf tend to be very creative (not saying that all teachers aren't creative!...I'm just a little partial!) and are able to see the potential in some products that were not designed for the deaf.
One key element that I feel is often overlooked is using one product in conjunction with another...and another...and another. While some products serve their purpose and achieve what was intended, often others fall short. Either they fall short by their own measure, or they fall short of the potential that could be realized if only they were coupled with other products. At some point I will make an entry onto this blog showing some examples of using certain software and/or devices in conjunction with others. As for now, I would like to leave you with your cogs spinning. What programs do you have available to you that you might be able to get more out of if you were to use is alongside another program? If you like, feel free to post your ideas in the comments section below. If you are more of the private sort, email me your ideas! I would love to see what you are doing out there!
Until next time,
Brian
Friday, June 10, 2011
Riding a bike...
I've studied and worked in the deaf community for most of my adult life. I've had the privilege of sitting down and having some great in depth conversations with some highly respected names in the field of deaf education. The one thing that always seems to resonate from these conversations is the sense that you can never become too comfortable with your ability to communicate with the deaf...if you are hearing. I've never professed to be a terrific signer, and probably never will even in my final days on this earth. I think if one is proactively pursuing a more effective set of sign skills, and is honest with one's self, you would have to admit that there is at least one "Ahhhhh" moment a week during your pursuit. You know the feeling...when you realize the way you have been signing something for so many years is completely off base, or that you just see a way of signing something that really opens up your eyes more to how a deaf person perceives things. I may be the only one out here in the land of the internet feeling this way, but I don't think I am. As a matter of fact, I believe not enough people are honest with themselves and others about just how effective their communication with the deaf is.
The scope of my position here at RMTC calls for me to visit classrooms and discuss different strategies and technologies that may make the curriculum more accessible for the deaf. Often, I am able to find some sort of strategy, software, or computer program that will enable a deaf child to better understand the concepts being conveyed. I have to admit, that often, one of the biggest obstacles standing in the way of a deaf child succeeding in school is the exchange of signs between the child and the teacher or interpreter in the classroom. There are times that I find myself in a classroom where there is a classroom aid who has taken a few sign classes at the nearby church. This person is the primary communicator with the deaf child. While it obviously isn't an ideal situation, it is the best that some districts are able to come up with at times. Language is being displayed, and the child is attempting to communicate more than when there is no one there sign back. While many of the signs are "home" signs, and aren't going to be found in any sign dictionary, they are still allowing the child to communicate a need. The question is how long can you allow this to go on? How long is that window of time for language development when the child's needs outgrow the aids ability? I would say it's different with every child, but it is a situation that unfortunately is pushed aside every year because there is a misconception about the ability of the aid. Not enough is known by the upper brass in many schools about how the deaf learn.
On the other side of the coin, no matter how long people have been in the field, if they are not actively pursuing sign development, they are likely to end up in the same position that many who are just starting out in the field are in- struggling to communicate effectively. Wouldn't it be nice if the section of our brain that remembers how to ride a bike after only a few pushes of the pedal, could make room for all of the things we know about sign language? Man, that would be amazing. Unfortunately, that is not the case. Sign language is something that requires the same approach you had as you were sitting in your first ASL class in college as it does when you are 1 year away from retirement. Daily, I find myself fingerspelling things as I drive around town. I still try to think about how I would sign things more conceptually accurate. My point is this- We cannot sit back and point people to a degree in deaf education that hangs on a wall in your classroom, or to the certificate of 20 years experience when we are convincing people that we are qualified to teach the deaf. The only way to truly convince someone is to tell them...through your signs. This is in no way an attack on any one individual in the field. Rather, this is just a reminder that our brains, not unlike our kid's brains, need stimulation. They need to be challenged with new sign vocabulary, both expressively and receptively. I have a hard time believing that anyone knows how the deaf brain thinks if they are not actively engaging themselves in conversations with the deaf that require more than one sign per sentence. I will be the first to admit that I am not a fan of criticism, so I do not in any way want to make people feel that I am judging them. I am saying that developing thick skin regarding my signing has been one of the more difficult things I've had to do in my career. I do believe it is the most important area of my career to be thick skinned about though. Every now and then I'll walk around with a overinflated ego regarding my ability to sign. Usually I will have an experience that brings me back down to Earth. I'll stumble on some concept that I am unable to convey expressively, be completely lost when trying to take in a conversation receptively, or someone will call me out for a sign that I have used. It shatters whatever idea I had that I had in some way "mastered" the language. Each and every time I have an experience like this, it strengthens my belief that you never truly master a language that is not your native language. Don't get me wrong, you have to carry some confidence or sense of belief in yourself that allows you to have the courage to engage in conversation with a deaf person. It's difficult to really decipher whether or not you have a false sense of confidence or not. It's not as pressing an issue when your sign skills are necessary for social engagements. It's a different ball game when sign skills are contingent upon academic success. So the real question to as yourself is "Are you so confident in your ability that you are willing to bet your students future on it?" I, for one, am going to keep on pedaling.
Have a great summer everyone,
Brian
The scope of my position here at RMTC calls for me to visit classrooms and discuss different strategies and technologies that may make the curriculum more accessible for the deaf. Often, I am able to find some sort of strategy, software, or computer program that will enable a deaf child to better understand the concepts being conveyed. I have to admit, that often, one of the biggest obstacles standing in the way of a deaf child succeeding in school is the exchange of signs between the child and the teacher or interpreter in the classroom. There are times that I find myself in a classroom where there is a classroom aid who has taken a few sign classes at the nearby church. This person is the primary communicator with the deaf child. While it obviously isn't an ideal situation, it is the best that some districts are able to come up with at times. Language is being displayed, and the child is attempting to communicate more than when there is no one there sign back. While many of the signs are "home" signs, and aren't going to be found in any sign dictionary, they are still allowing the child to communicate a need. The question is how long can you allow this to go on? How long is that window of time for language development when the child's needs outgrow the aids ability? I would say it's different with every child, but it is a situation that unfortunately is pushed aside every year because there is a misconception about the ability of the aid. Not enough is known by the upper brass in many schools about how the deaf learn.
On the other side of the coin, no matter how long people have been in the field, if they are not actively pursuing sign development, they are likely to end up in the same position that many who are just starting out in the field are in- struggling to communicate effectively. Wouldn't it be nice if the section of our brain that remembers how to ride a bike after only a few pushes of the pedal, could make room for all of the things we know about sign language? Man, that would be amazing. Unfortunately, that is not the case. Sign language is something that requires the same approach you had as you were sitting in your first ASL class in college as it does when you are 1 year away from retirement. Daily, I find myself fingerspelling things as I drive around town. I still try to think about how I would sign things more conceptually accurate. My point is this- We cannot sit back and point people to a degree in deaf education that hangs on a wall in your classroom, or to the certificate of 20 years experience when we are convincing people that we are qualified to teach the deaf. The only way to truly convince someone is to tell them...through your signs. This is in no way an attack on any one individual in the field. Rather, this is just a reminder that our brains, not unlike our kid's brains, need stimulation. They need to be challenged with new sign vocabulary, both expressively and receptively. I have a hard time believing that anyone knows how the deaf brain thinks if they are not actively engaging themselves in conversations with the deaf that require more than one sign per sentence. I will be the first to admit that I am not a fan of criticism, so I do not in any way want to make people feel that I am judging them. I am saying that developing thick skin regarding my signing has been one of the more difficult things I've had to do in my career. I do believe it is the most important area of my career to be thick skinned about though. Every now and then I'll walk around with a overinflated ego regarding my ability to sign. Usually I will have an experience that brings me back down to Earth. I'll stumble on some concept that I am unable to convey expressively, be completely lost when trying to take in a conversation receptively, or someone will call me out for a sign that I have used. It shatters whatever idea I had that I had in some way "mastered" the language. Each and every time I have an experience like this, it strengthens my belief that you never truly master a language that is not your native language. Don't get me wrong, you have to carry some confidence or sense of belief in yourself that allows you to have the courage to engage in conversation with a deaf person. It's difficult to really decipher whether or not you have a false sense of confidence or not. It's not as pressing an issue when your sign skills are necessary for social engagements. It's a different ball game when sign skills are contingent upon academic success. So the real question to as yourself is "Are you so confident in your ability that you are willing to bet your students future on it?" I, for one, am going to keep on pedaling.
Have a great summer everyone,
Brian
Tuesday, March 22, 2011
Welcome!
Greetings fellow educators of the Deaf/HH!
For those of you who do not know me, my name is Brian Newton. I am a Training and Research Consultant for the Resource Materials and Technology Center (RMTC), located at the Florida School for the Deaf and the Blind (FSDB). Previously, I taught in the Deaf middle school at FSDB for 6 years. My position allows me to travel around the state of Florida, working with teachers of the Deaf and Hard-of Hearing. I discuss various strategies for working with the Deaf, as well as introduce technology that may make the curriculum more accessible for their students. My districts include, but are not limited to: Alachua, Broward, Citrus, Gilchrist, Hernando, Hillsborough, Levy, Marion, Osceola, Pasco, Pinellas, and Polk.
The idea behind this blog is to create a forum where I can disseminate stories about my travels on the road, along with ideas that are shared with me. The vast majority of my time in the classroom as a teacher of the Deaf was spent finding ways to take curriculum written on the current grade level of the student and construct a more accessible approach. Whether I was drawing diagrams, making movies, or using any piece of technology that I could find, I was constantly fighting an uphill battle. One of the more challenging tasks for me was deciding what passages could be diluted to a point of accessibility, while still conveying the higher level concept. It's an issue that many educators of the Deaf wrestle with, "Do I teach them using all the language that is in the book for the sake of exposure or do I 'dilute' in order to communicate the sustenance of a concept."
Well, I hope that this blog will serve to keep people informed with the latest strategies and technology surrounding Deaf education in the state of Florida. I hope that readers will comment on my postings, sharing their thoughts on topics as well.
Take care,
Brian
A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers
For those of you who do not know me, my name is Brian Newton. I am a Training and Research Consultant for the Resource Materials and Technology Center (RMTC), located at the Florida School for the Deaf and the Blind (FSDB). Previously, I taught in the Deaf middle school at FSDB for 6 years. My position allows me to travel around the state of Florida, working with teachers of the Deaf and Hard-of Hearing. I discuss various strategies for working with the Deaf, as well as introduce technology that may make the curriculum more accessible for their students. My districts include, but are not limited to: Alachua, Broward, Citrus, Gilchrist, Hernando, Hillsborough, Levy, Marion, Osceola, Pasco, Pinellas, and Polk.
The idea behind this blog is to create a forum where I can disseminate stories about my travels on the road, along with ideas that are shared with me. The vast majority of my time in the classroom as a teacher of the Deaf was spent finding ways to take curriculum written on the current grade level of the student and construct a more accessible approach. Whether I was drawing diagrams, making movies, or using any piece of technology that I could find, I was constantly fighting an uphill battle. One of the more challenging tasks for me was deciding what passages could be diluted to a point of accessibility, while still conveying the higher level concept. It's an issue that many educators of the Deaf wrestle with, "Do I teach them using all the language that is in the book for the sake of exposure or do I 'dilute' in order to communicate the sustenance of a concept."
Well, I hope that this blog will serve to keep people informed with the latest strategies and technology surrounding Deaf education in the state of Florida. I hope that readers will comment on my postings, sharing their thoughts on topics as well.
Take care,
Brian
A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers
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