Deaf Students in Classroom: Higher, Wider, Deeper Project Cassie Baisden

DEAF STUDENTS IN
CLASSROOM
Higher, Wider, Deeper Project
Cassie Baisden
MY
My Higher, Wider, Deeper topic is
based on how deaf students interact
socially and academically in public
PROPOSAL
schools. This has spiked my interest
because I took 2 years of American
Sign Language in high school. Since
then, the Deaf Community has really
fascinated me and I find it important
and crucial for our society. More
awareness needs to be given to the
Deaf Society, in my opinion. I want to
go on and receive a Masters in Deaf
Education.
BACKGROUND
75% of deaf and hard-of-hearing students are mainstreamed into public schools.
Their IEP ranges based on schools and what the deaf and hard-of-hearing(DHH)
students need.
Their goal is to be socially and academically integrated with the hearing society.
These students require the ability to access all the resources they need to achieve
this goal. This includes: interpreters (sign or oral), TODHH(teacher of deaf and hard-
of-hearing), any other professional help necessary, and any educational materials to
assist in learning.
HISTORY
The IDEA ( Individuals with Disabilities Education Act) allowed for those with
disabilities to have the same rights and opportunities for an education as anyone
else.
all children with disabilities are entitled to a free appropriate public education to
meet their unique needs and prepare them for further education, employment, and
independent living
This also meant that, (specific to this topic) deaf students were allowed to be
mainstreamed into public schools with hearing children.
The IEP is a huge help throughout the whole process of education. This will be their
guide and support.
Different ways Deaf and Hard-of-
Hearing communicate in the classroom
Use of cochlear implants
Basic sign language
Written language
Reading lips
Interpreter
ACCOMMODATIONS
These accommodations can include extended time,
reduced linguistic complexity of items, and reduced-
distraction testing (Abedi, 2006; Cawthon & Online
Research Lab, 2006; Sireci, Scarpati, & Li, 2005).
Every deaf and hard-of-hearing student is entitled to
accommodations.
They can receive almost anything that will provide
them help to understand the material being taught.
SOCIAL BENEFITS
Communication is a necessary prerequisite to forming friendships and participating in

academics.
There is research and evidence that when hearing and deaf students collaborate to
understand each other in the classroom, there is a more likelihood of improvement
and success.
Researchers have reported on increases in positive social interaction between hearing
and DHH students, friendships that cross the barrier of hearing status, as well as
increases in positive self-esteem (Kluwin & Gonsher, 1994; Kreimeyer et al., 2000;
Luckner, 1999).
Before learning academically, it is crucial that hearing and DHH students become
friends and are able to communicate with each other.
Allows DHH students to feel more comfortable and like they fit in.
ACADEMIC BENEFITS
Luckner (1999) reported that DHH students were exposed to the regular education
curriculum in a systematic manner. He also reported that parents perceived that a CE
program resulted in more learning accountability for the DHH students.
It is important that DHH students are given the same opportunities to learn as the
hearing students.
This brings a challenge to the DHH students, but in return helps them in the long
run.
Takes more time to learn and understand, but DHH students will get there with help
of classroom peers and other accommodations.
RISKS IN MAINSTREAM
A huge risk in isolation of the DHH students
Teachers need to be trained and qualified in order for success.
Limited opportunities for support from peers.
In order to be successful, the class needs to be on one
page and supportive.
Lack of qualified authorities in the school to be of help.
Make sure that there is enough help necessary for DHH
students to understand and access their accommodations.
CONCLUSION I have learned the importance of
mainstreaming deaf students
into public schools. Although,
there can be faults and troubles.
For the most part, this will help
DHH students grow and be able
to participate in the hearing
world. This also allows the
hearing students to try their best
and help the DHH students, by
including them and finding ways
to communicate with each other.
WORKS CITED
http://www.raisingandeducatingdeafchildren.org/2014/01/01/deaf-and-hard-of-hearing-
students-in-the-mainstream/
CAWTHON, STEPHANIE W., et al. "Accommodations Use Patterns in High School and
Postsecondary Settings for Students Who Are D/Deaf or Hard of Hearing." American
Annals of the Deaf, vol. 160, no. 1, Spring2015, pp. 9-23. EBSCOhost,
doi:10.1353/aad.2015.0012.
McCain, Kathleen G. and Shirin D. Antia. "Academic and Social Status of Hearing, Deaf, and
Hard of Hearing Students Participating in a Co-Enrolled Classroom." Communication
Disorders Quarterly, vol. 27, no. 1, Fall2005, pp. 20-32. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=aph&AN=22191256&site=ehost-
live.
http://www.lifeprint.com/asl101/topics/mainstream-deaf-education.htm

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