Stateschools for the Deaf

While watching the film in class called, "Children of a Lesser God," you were exposed to a stateschool for Deaf children and teenagers. Stateschools are so important to the Deaf Community as well as the Culture. These schools are like the Mecca of Deaf Culture. Yet, parents have more options now, and so therefore we are seeing more Deaf children attending public schools which result in lower enrollments in stateschools and therefore these schools are being shut down.

What is happening? Accommodations are being offered.
Accommodations such as sign language interpreters, notetakes, and Deaf and Hard of Hearing teachers are placed for equal participation in their classrooms. In the past, these accommodations were not an option so parents had no choice but to send their children away.

Now with the options parents have, mainstreaming is becoming increasingly popular. However, mainstreaming deaf children can be very difficult because the may experience isolation and feel very different among their hearing peers. With the core of Deaf Culture and ASL stemming from stateschools, these children are not exposed to a very important part of who they are and their identities as a Deaf person.

The options are not easy for parents to pick from. Sending your child away to live at school at a very young age; is very hard. I have been faced this very decision with my own daughter. She is currently placed in a public school and has all the accommodations she needs. She has a Deaf mom and Deaf pride is very much a part of who she is. She identifies as Deaf and is proud of that. However, interactions among her peers are difficult. She does experience isolation at school regardless of how hard everyone tries to include her. It is difficult as her mother knowing this and I often feel guilty that I have made the choices I have. I know what she feels because I was mainstreamed. But family is what I wanted her to experience and know, just as my parents wanted for me. She came to me at the age of 5 with no knowledge of what a family is or what it even means. So I made the decision that I did. However, this does not mean that she will always be in the public school setting. She may go to the Minnesota Deaf School in time. We will just have to wait and see.

Information from:
http://www.msad.state.mn.us/index.aspx

Please browse their website as well.

Here is a little information about The Minnesota State Academy for the Deaf.

"Building our Future Together"

The Minnesota State Academy for the Deaf (MSAD) enrolled its first student in 1863 and takes pride in a rich tradition of serving the educational, social and emotional needs of deaf and hard of hearing students throughout the state of Minnesota.

Located on a beautiful 40-acre campus in the community of Faribault in southeastern Minnesota, the campus features historic limestone buildings nestled among mature oak and maple trees along a circular drive.

Mission Statement
The Minnesota State Academy for the Deaf in collaboration with students, families and school districts creates a comprehensive, learning and signing community in a residential environment. MSAD prepares deaf and hard of hearing students to reach their fullest potential by promoting communicative, intellectual, social, physical,
and emotional development in every
aspect of its programs

Residential Program
The Residential Program offers a multitude of learning opportunities to enhance personal growth and development. Through teaching and by guiding; our students receive support which enables them to build and strengthen self confidence and independence. We take pride in our safe, healthy and positive homelike atmosphere where family values are highly respected.

After school socialization offers an opportunity for students to establish and nurture peer relations. The bonds and friendships that are formed will often last throughout adult life. Sportsmanship and teamwork are emphasized in our activities. The staff provide a variety of activities to meet each students personality. Some of our intramural activities include; volleyball, flag football, softball, dodgeball and kickball. In cooperation with Faribault Community Services and under the guidance of our Athletic Director the residential staff coach flag/cub football and volley ball. We have staff certified to train in Firearm Safety, ATV Safety and Snowmobile Safety. A craft room area and weight/exercise rooms are available to all students. Our Semi Independent Living Program offers an opportunity to participate in an apartment living experience. In this program we teach basic living skills such as laundry care, grocery shopping, cooking and housekeeping. “Create a Family” dining occurs weekly. The family structures that have been created are diverse and include varying ages and gender. Our goal is to encourage table etiquette, responsibility and sharing.


In support of the academics program the dormitories have established consistent daily study time routines. In addition; we are proud to offer the Clarence and Elizabeth Sommer Education Center. This area; located in Frechette Hall and staffed by licensed teachers, is available Mon-Thurs 3:30-9:30PM. The Center also includes a computer lab equipped with cutting edge computer hardware and software.


Dormitories are open on return days at 5PM. They are closed on weekends at the end of the school week. You may refer to the MSAD Student Handbook for additional information regarding dormitory rules or guidelines. Further inquires can be directed to Kathy Wente, Residential Hall Director, 507-384-6670 (voice) or 507-412-5108 (VP)

Here is an example of a statschool for the deaf that is located in Washington D.C. it is called, Model Secondary School for the Deaf. Below is a video of the school.

http://www.youtube.com/watch?v=qvcc8gpiHF8

What would you do if you were faced with this decision as a parent? (I understand this may be hard as many of you are not parents, but try to look into your future a bit and answer this or think of your parents and discuss what you think they would do)

Which school would you prefer to attend if you were Deaf? Think about it in a different perspective, as a hearing person would you want to go to a Deaf school? What would you feel there? Ponder on these questions and post your comments. Please feel free to post any other comments you may have to each other or to me as well. If you have a question in your post be sure to list that in the beginning like this.

I HAVE QUESTIONS BELOW
Happy Learning!

Deaflympics!

This week we are learning sport signs in ASL and we are approaching the olympics! I thought this was the perfect time to introduce you to the Deaflympics.

The information is directly taken from:
http://www.disabled-world.com/sports/deaflympics/taipei-2009/

The latest entry figures for the Taipei Deaflympics, which will take place from Sept. 5 to 15 2009. ICSD has confirmed that 3985 athletes from 81 countries have already entered to compete in 20 sport events.

2801 people have signed up to become volunteers, and are currently going through training at Taipei Municipal University of Education and National Taipei University of Education. Plans are in the works to also recruit 50 international volunteers to help out with the competition.

The Deaflympics started in 1924 and is the fastest growing multiple sport event in the world. It is a place where deaf people come together and celebrate their differences and compete for gold on an equal playing field against other deaf athletes.

In 2009 more than 3000 athletes from over 65 countries will compete. The Deaflympics comes under the umbrella of the IOC but are run by Deaf people for the Deaf.

The first World Games for the Deaf had under 200 contestants from ewer than ten countries; modern Deaflympics events feature thousands of deaf and hard of hearing athletes from multiple countries.

President Ma Ying-jeou said that hosting the Deaflympics will not only thrust Taipei onto the international stage and provide an excellent opportunity to introduce Taiwan to the world, but increase international community's understanding of the country. "I hope that next year with the Kaohsiung City hosting the 2009 World Games in July and Taipei City hosting the Deaflympics in Taipei in September, Taiwan will once again be on the international stage and let the world know that Taiwan will never be absent from major international sporting events," Ma said at an event to mark the beginning of the one-year countdown to the 21st Deaflympics.

The international sports event for people who are hearing impaired will be held in Taipei from Sept. 5-15, 2009.

"Through the Deaflympics, we hope everyone can get to see the modern and rich culture of Taipei City," Ma added.

To highlight the significance of the event, the president began his speech using sign language to say "I am Ma Ying-jeou, and I’ll take part in the 2009 Taipei Deaflympis." He received loud applause from the audience.

Named host city for the 21st Summer Deaflympics in 2003, Taipei is the first city in Asia to host the Deaflympics games, marking a historic milestone for the hosting of international sporting events in Taiwan.

Noting that the theme of Deaflympics is "Equality through sports," Ma said athletes should have the spirit to "fight to the end and never give up" just like Taiwanese taekwondo Olympian Su Li-wen, who fought to the last minute and nearly won a bronze medal despite painful and crippling injuries.

Su, along with two Taiwanese Olympic bronze medalists Chen Wei-ling and Lu Ying chi, also attended the countdown event to call on the general public to take part in the 2009 Deaflympics.

International film stars Jackie Chan and noted actress Lin Ching-hsia were also at the activity.

Action star Chan told the audience that he has one deaf ear after falling down from a tree while shooting a movie in Yugoslavia in 1987. But he has overcome the inconvenience of losing hearing in one ear.

"Never give up and you will be the winner," he said.

After singing the theme song of the 2009 Deaflympics "Power in Me," Ma, Chan and other participants at the event together activated a 365-day-countdown clock and wished for a smooth and successful games.

Around 4,000 athletes from 80 countries are expected to take part in the 2009 Taipei Deaflympics. They will compete in 20 sporting categories.

The Deaflympics date back to 1924 when the first Summer Deaflympics were held in Paris, France. In 1995 the Games received official recognition by the International Olympic Committee. Today, 96 national deaf sports federations are members of the International Committee of Sports for the Deaf.

The Deaflympic games are more than simply athletics and sports. They provide an arena for Deaf people to meet, communicate, network and socialise with other Deaf people. This social interaction is seen as a vital part of the games.


Please comment on the information that I provided you as well as the videoclips below.

Opening Ceremony

http://videos.disabled-world.com/video/186/deaflympics-opening-taipei-2009

Jackie Chan and Deaf Olympics

http://www.youtube.com/watch?v=nqFZc5eRAMc&feature=related

Here is the official website for the Deaflmpics
http://english.2009deaflympics.org/bin/home.php

Deaf President Now

Gallaudet University was the site of a student-led protest that today is called Deaf President Now, or simply, DPN. But DPN was more than a protest. It also was a unique coming together of Gallaudet students, faculty and staff with the national deaf community—all bound by clear and defined goals.

From 1864-1988 Gallaudet was ran by hearing Presidents. It was not until 1988 that the students protested to have a Deaf President. There were three candidates for President. Two candidates were Deaf and one was hearing. The hearing candidate was elected president. Her name was Jane Zimmerman, and she had no knowledge of ASL!

The Deaf President Now (DPN) supporters believed that the time had come for a deaf person to run the world's only university for deaf and hard of hearing students. When this didn't happen, the result was a protest whose effects are still reverberating around the world today.

DPN was remarkable not only for its clear sense of purpose, cohesiveness, speed, and depth of feeling, but also for its ability to remove the barriers and erase the lines that previously separated the deaf and hearing communities. In addition, it raised the nation's consciousness of the rights and abilities of deaf and hard of hearing people.

Watch this news clip and comment on your thoughts, reactions, and feeling you have.

http://www.youtube.com/watch?v=3Ov3c9V1a-E

Discussion #8: Helping Others

The purpose of this blog is to help each other with your ASL stories. Please provide questions you may have. This is a great opportunity to receive and provide help outside of class. Please provide thorough information to your classmates. You may wish to direct them to additional resources, pages in the text book, and/or provide them with helpful suggestions and thoughts. Be sure to use aslpro.com and aslbrowser for assistance if you need to.
Be sure to post your questions and respond to others by Thursday 12:00am.
Here are some things to think about:

1. Do you have all of the requirements completed (remember that topic statement!)
2. Do you need help with a word that you just cannot think of how to sign it? Remember one word may be mulitple signs and an entire sentence may be only one or a few signs.
3. Are you incorporating mime, body language and facial expression to enhance your story or to take the place of things you are uncertain how to sign?
4. Do you use classifiers correctly? Do you have enough?
5. Do you need help with sentence translations?
6. Are you in the need of a signing partner to critique your story?
7. Are you becoming the characters in your stories?
8. Is your story too short? Do you need suggestions how to lengthen it?
9. Is it too long? Do you need suggestions what to omit?
10. Do you need to have someone double check anything?

Discussion #7: Shared Reading

Reading is such an important time of our lives. When we were children, we often had our parents read our favorite books before bed. Can you imagine not being able to read to your children, not being able to share this very special bonding experience, and not be able to instill the importance of reading? Hearing parents with Deaf children are faced with just that.

Gallaudet University created a very important reading program for hearing parents and their Deaf children. it is called, Shared Reading. This program gives parents the proper tools to read to their children in a language that they can understand, ASL. By using ASL they are incorporating language with written text that will allow children to see the story as well as begin their reading skills.

I have included here the 15 principles for reading to Deaf Children. I have also included a video of a signer reading in ASL. http://www.youtube.com/watch?v=NmbpJpI6Uko

Read these principles carefully and watch the video provided and think how this will help you develop your story for class. Please comment on how this will help you in your story process.

15 Principles for Reading to Deaf Children
"The single most importantactivity for building theknowledge required for eventualsuccess in reading is readingaloud to children." National Academy of Education Commission on Reading 1985
The ultimate authorities in reading to deaf children are deaf adults. Comparative studies of deaf children with hearing parents and deaf children with deaf parents show that deaf children with deaf parents are superior in academic achievement, reading and writing, and social development (Ewoldt, Hoffmeister, & Israelite, 1992). Hearing parents and teachers can learn from the read aloud strategies used by deaf parents. The following 15 principles have been identified based on research that examined deaf parents and deaf teachers reading to deaf children.

The Principles
Deaf readers translate stories using American Sign Language.
Deaf readers keep both languages visible (ASL and English).
Deaf readers are not constrained by the text.
Deaf readers re-read stories on a storytelling to story reading continuum.
Deaf readers follow the child's lead.
Deaf readers make what is implied explicit.
Deaf readers adjust sign placement to fit the story.
Deaf readers adjust signing style to fit the story.
Deaf readers connect concepts in the story to the real world.
Deaf readers use attention maintenance strategies.
Deaf readers use eye gaze to elicit participation.
Deaf readers engage in role play to extend concepts.
Deaf readers use ASL variations to sign repetitive English phrases.
Deaf readers provide a positive and reinforcing environment.
Deaf readers expect the child to become literate.

Discussion # 6 Story TIme! You may start this one but this is Nov. 16th blog. See below #5

Ahhhh... Story time. Doesn't this bring back memories of your childhood? Stories are such important parts of our lives. Think of those stories your family shares again and again. Aren't they great! Or perhaps you prefer your parents would stop telling that story about when you stood up at a dinner party and pulled down your pants and announced to the startled guests that you needed to go potty! Hey, I was only 2!

Stories are a very important part of Deaf Culture and ASL. Stories are rich in facial expression, body language, structured mime, vocabulary, classifiers, eye gaze, body shifting and ASL grammar and structure. Parties, gatherings and social events are filled with incredible stories and folklore. Talented storytellers are well known in the community and it is a real treat to be in their presence.

I have selected two stories to share with you. They are amazing and filled with theatre effects! And I do not mean special effects or anything like that. I mean all through the language!

I want you to comment on the stories. What did you notice? What did you understand? What did you think was amazing? Which was your favorite? Compare and contrast the two stories. You will need to watch these a few times. Do not get discouraged. Focus on what you understand and go from there.

The first story I selected is called, "Deaf Ninja". This story teller is hearing but grew up with a Deaf brother. His story is about a vision he has. The Deaf Ninja in this vision is Deaf and uses his hearing aids as a tool to fight! These hearing aids are the old kind that were worn on the chest. He would tease his brother about them and his brother would swing them at him.

http://www.youtube.com/watch?v=L91KVUXRBq8

The second story is called , "The Special Reindeer". This story is being told by a Deaf man. It is a cute Christmas story about Rudolph the Red Nosed Reindeer. Watch closely, Rudolph is not hearing.

ttp://www.youtube.com/watch?v=J5Ie2Tug0QE&feature=related

Discussion #5 Beethoven's Nightmare!

Him? Nope! Althought Beethoven became deaf at age 35, this is not who I am referring to.

An all Deaf band! HUH? YES! Read more!

4 Hearing Loss Reviews: Beethoven's Nightmare

November 13, 2006
Hawaii-based deaf band called Beethoven’s Nightmare

After more than 30 years, Beethoven’s Nightmare comes out with a debut CD.
In the 1970s, three deaf college students gathered habitually in a Gallaudet University dorm room to make rock music and nurse dreams of becoming stars. More than 30 years -- and many broken barriers -- later, the trio that's billed as the only all-deaf rock band in the world has come out with a debut album. The CD, which is the first known in the world to feature an all-deaf rock band, is another milestone for Hawaii-based Beethoven's Nightmare, which has played venues around the United States and wowed audiences and record executives alike. "After 30 years, it's finally paid off," said Ed Chevy, the band's bassist and an American Sign Language teacher, at a CD release party yesterday in Hawaii Public Radio's Atherton Studio. "We want to say music is a universal language. ... This kind of music helps us express ourselves." Ron Tish, owner of Koke-Kula Records & Publishing, agreed to produce the band's CD after hearing about them through Susan Miller, the director of the University of Hawaii's Center of Disabilities Studies and a longtime fan of the band. Tish said he worked with the band extensively to tune their music for "hearing" ears. The deaf musicians had excellent rhythm, Tish said, but were off-key -- usually playing too high or too low. He also brought in hearing-abled backup singers -- Hawaii residents and siblings Troy and Cheesa Laureta, both of whom have life-threatening asthma -- and guitar, percussion and keyboard players. Tish said that in his promotion of the band's CD, he wants to downplay "the sympathy aspect" of the band and "up-play the phenomenon." "These guys had the courage to stick it out for 30 years," he said, while sitting at a piano at the Atherton Studio before yesterday's event. Chevy, whose real last name is Corey, said the band wanted their CD to be a "crossover album -- the hearing culture working with the deaf culture." And the title track on the band's CD, called "Turn It Up Louder," speaks to the band's aim of bridging deaf and hearing people through music. "Turning up the volume so 'hearing' people can hear what 'deaf' say and feel," the song starts out, with a 1950s' style sound, which the band calls "retro rock-and-roll." The chorus of the song, which comes in a stanza later, continues with the theme: "If you're wondering what we're all about, we're the only deaf band in the world. And if you can't understand all the words all we need to do is turn it up louder!" Chevy wrote most of the songs on "Turn It Up Louder" and almost all of them reference his and his band members' deafness.
One is called, "It's Just a Deaf Thing." In "Crash It Out," the CD's seventh song, Chevy sings, "Attempting to break the deaf sound barrier with a heavy steady beat. Talking about crash it out." Chevy says a second CD is already in the works, and fellow band members -- Steve Longo, of Oakland, Calif., and Bob Hiltermann, of Hollywood, Calif., -- are already mulling over new songs.

I cannot wait for you to see these guys! Here is a clip. Please reflect on what you see and post a meaningful discussion question or comment for your class.

http://www.youtube.com/watch?v=kV0x95n3BvA