Hard of Hearing and Deaf Students
Introduction.
Youth and children with hearing challenges or even deaf are broad and range from support accessibility to advanced specialized care. For most children with the said challenges, there are multiple opportunities to learn, and such chances require maximum utilization. Whenever such children and their associated families get learning and language support and presented with opportunities that minimize hearing nuances, they can easily thrive in both occupations and education (Payne-Tsoupros, 2019). This paper focuses on kids with hard of hearing and the deaf and refers to LEAD-K to assess the best practices used to enhance their learning and communication skills.
The acquisition of education for children with hearing challenges or deaf is a daunting task for educators who aspire to support students' development. First, the deaf faces numerous complexities and controversies in defining the most appropriate methods and modes to communicate or even give instructions. These issues have some historical background. The historical "oral-manual" highlights development of speaking and listening skills, acquisition of American Sign Language (ASL), deployment of English symbols, or a blend of all of these (Howerton-fox & Falk, 2019).
It further recommends additional methods that attempt to promote the realization of potential among deaf students and those with hearing challenges. The challenges in handling this special group of students go beyond communication. These children require customized placement schedules and services tailored to meet their special needs (Howerton-fox & Falk, 2019).
In line with the Individuals with Disabilities Act (IDEA), special placements should cater to these children's needs. Typical examples include schools close to their homes, specialized schools with home-like features, and special programs for hard hearing and deaf students. The challenges get deeper because of the hard of hearing and deaf students; 40% display extra disabilities. Customized care becomes more specialized. The modern world has made significant steps to support disadvantaged students through technology and other means, but poor linguistic foundation cases are still prevalent (Payne-Tsoupros, 2019).
It is common for educators to handle students who lack the prerequisite to build on cognition, literacy, and language skills. The specialists' role is to assess and interpret the student's academic position for them to design an executable plan that matches their needs. The plan should cater to the communication and language desires of the students (Payne-Tsoupros, 2019).
Rationale and Potential for LEAD-K
Language Equality and Acquisition for Deaf Kids (LEAD-K) is a statutory...…it provides a wide range of teaching methods that enhance language development among the deaf. Communication is the fundamental property of learning and education, which, when achieved, improves the well-being of both the deaf and the hard of hearing (Cawthon, 2001).
Their limitation to learning with others poses major challenges in acquiring clear communication skills and making comprehension a designed communication. In response to the challenges, many teachers adopt custom assignments for the deaf, practice finger-spellings, position the deaf in from of the classrooms, or even attempt to turn the state of deafness into a cultural aspect (Cawthon, 2001).
The principal objective of all these initiatives is to promote communication in the learning curve of the deaf. Besides, some teachers develop an individualized learning environment for the deaf. Any recommendations made much show usability in a classroom environment (Cawthon, 2001).
Customized learning plans offered by teachers to students or even those shared with parents to promote learning should agree with LEAD-K's recommendations. The education tools are not standard for every learner as it is the case for other kids too. Differences occur, and it is the educators' role to assess the most appropriate learning tool for specific students.
References…
References
Cawthon, S. W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of Deaf Studies and Deaf Education, 6(3), 212-225.
Howerton-Fox, A., & Falk, J. L. (2019). Deaf children as 'English learners': The psycholinguistic turn in deaf education. Education Sciences, 9(2), 133.
Juillerat-Olvera, A. (2019). Bridging the language gap: LEAD-K. The Nevada Independent - Your State. Your News. Your Voice. https://thenevadaindependent.com/article/bridging-the-language-gap-lead-k
Payne-Tsoupros, C. (2019). Lessons from the LEAD-K Campaign for Language Equality for Deaf and Heard of Hearing Children. Loy. U. Chi. LJ, 51, 107.
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