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.

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