8/17/2019 Mom Miranti 4
1/16
CHAPTER I
INTRODUCTION
Acquiring Language
For severely and profoundly deaf people, acquiring
language is clearly a dierent process from the ways in which
hearing people develop language. Language is acquired through
plentiful exposure to meaningful linguistic interaction in early
childhood. Severe deafness drastically reduces both the quantityand the quality of linguistic input available and accessible to the
deaf person. Consequently, for a deaf student, nglish language
development is rarely natural and automatic, but is instead a
laborious process with numerous obstacles and pitfalls.
For many students this situation is exacerbated by a poor
education system, where students may miss a great deal of
information. !his can hamper understanding of nglish grammar
and result in a limited vocabulary and more restricted literacy
s"ills than hearing peers.
English as a Second Language
For many pre#lingual deaf students, those born deaf,
nglish is their second language$ %ritish Sign Language being
their &rst. 'owever, unli"e other students who do not havenglish as their &rst language, pre#lingual deaf students are
physically unable to learn nglish the way a (erman or French
native spea"er learns nglish. !hey cannot be immersed in the
language around them for they cannot hear it. )n addition, since
%ritish Sign Language is entirely visual, deaf students do not
have a written or spo"en language on which to base their second
language learning.
*
8/17/2019 Mom Miranti 4
2/16
Linguistic Difculties
)t is not surprising, then, that deafness often leads to
linguistic problems. +iculties manifest themselves most
obviously in written wor", where mista"es may be found with
sentence structure, verb tenses, word omissions etc. -hen one
considers a lifetime of not hearing articles, determiners, wordendings and prepositions the mista"es become more
understandable. !o exacerbate the problem, carrier language,
all those words which tie language together it, them, and, with
etc./, is often 0hidden1 in 2uent speech and therefore impossible
to lip#read. !he lac" of audition and auditory memory severs the
means by which to rehearse what is put down on the page.
Furthermore, %ritish Sign Language has a grammar and syntax
which is quite dierent to that of spo"en nglish which can also
confuse the student.
Reading Difculties
3esearch shows that the reading age of deaf students
leaving school is below the national average. Clearly, deaf
people reaching higher education are functioning at a relatively
advanced level of nglish. 'owever, reading remains a very
laborious tas" for deaf students, as their vocabulary is usually
considerably restricted in comparison with their hearing peers. 4
deaf student will not have heard many of the words that &ll the
classrooms and lecture rooms around them. 5nfamiliar words, or
words which have not been speci&cally introduced to the student,
cannot be lip#read. Consequently, deaf students often have to
research not only the technical 6argon relating to the sub6ect, but
7
8/17/2019 Mom Miranti 4
3/16
also carrier language which is commonplace for hearing peers.
4n exceptional amount of time is thus spent on reading around
and preparing assignments, often with the support of an
individual Language Tutor.
Lac o! "acground In!or#ation
)n addition, for a deaf student, the pathway to general
"nowledge has been signi&cantly bloc"ed. 'earing students
learn so much information through 0os#osis1$ they absorb
general "nowledge through reading newspapers, listening to the
!.8 or radio, chatting in the Students 5nion, eavesdropping on
the bus and having discussions with other students in the
refectory or pub. !his incidental information often helps to form
the opinions and develop the s"ills necessary for higher
education. 9et, deaf students are often denied access to this
whole wealth of general "nowledge and life experience.
I#$lications
!he "noc"#on eect of all of the above, is often re2ected in
a deaf student:s written wor", which one may 6udge to be lac"ing
in depth, containing immature and sometimes uninformed
opinions and exhibiting problems with sequencing and overall
structure.
This #a% &ell #as the student's true intelligence
and creati(e a)ilit%*
;
8/17/2019 Mom Miranti 4
4/16
CHAPTER II
THEORIES
!he linguistic and instructional needs of deaf children*
have been passionately debated for more than two centuries
Lane, *$ Lang, 7?**$ @oores, 7??*, 7?*?/, as this population
has often struggled to acquire the literacy s"ills necessary for
academic success Carney A @oeller, *
8/17/2019 Mom Miranti 4
5/16
and meaning. 4lso during this time, arti&cially constructed
manual systems of nglish became popular. Schools throughout
the 5nited States mandated the use of these systems in the
belief that if +eaf students were exposed to them, they would
develop reading and writing s"ills 3eagan, *
8/17/2019 Mom Miranti 4
6/16
+*, Dea! Student
+*,*, De-nition O! Dea! Student
+eaf ducation is a broad and diverse professional &eld
that centers on the education of children who are deaf or hard of
hearing. !eachers often concentrate their studies in early
childhood education, elementary education, or a secondary
content area. !eachers of students who are deaf or hard of
hearing become experts in language acquisition and the unique
learning and communication needs of their students.
Sometimes individuals who ma6or in deaf education serve
in capacities other than teaching for there are other &elds andareas of expertise that intersect with deaf education. For
example, some university graduates who ma6ored in deaf
education have become transition specialists who wor" with
students who are transitioning from school to wor". Mthers
function as educational interpreters or wor" with families of
newly diagnosed deaf or hard of hearing infants, providing
support to the family during the early months as they confrontand learn the challenges of raising a deaf or hard of hearing
child.
!here are many other areas in which deaf educators
expand their careers through advanced study and additional
degrees in special education, early intervention, speech
language pathology, career technology, audiology, school
counseling, social wor", educational administration, etc.
G
8/17/2019 Mom Miranti 4
7/16
+eaf education provides a great foundation and career
options for individuals who are interested in wor"ing with this
unique population of students.
+*,*+ T%$e O! Dea! Students
)n general terms, there are two types of hearing loss,
conductive and sensorineural. 4 combination of both is also seen
as a mixed hearing loss. ach is discussed below.
'43)( LMSS !9S
,* Conducti(e Hearing Loss
Conductive 'earing Loss or Mtitis @edia is the most
common type. )t means that sounds cannot pass eciently
through the outer and middle ear to the cochlea and auditory
nerve. !his is most often caused by 2uid building up in themiddle ear. !his condition is called Mtitis @edia with usion
M@/ and can be referred to as Kglue earK in some countries.
@ost conductive deafness is temporary but there is a chance that
it can be permanent or Conductive hearing loss is caused by any
condition or disease that impedes the conveyance of sound in its
mechanical form through the middle ear cavity to the inner ear. 4
conductive hearing loss can be the result of a bloc"age in theexternal ear canal or can be caused by any disorder that
unfavorably eects the middle earKs ability to transmit the
mechanical energy to the stapes footplate. !his results in
reduction of one of the physical attributes of sound called
intensity loudness/, so the energy reaching the inner ear is lower
or less intense than that in the original stimulus. !herefore, more
energy is needed for the individual with a conductive hearing loss
B
8/17/2019 Mom Miranti 4
8/16
to hear sound, but once itKs loud enough and the mechanical
impediment is overcome, that ear wor"s in a normal way.
(enerally, the cause of conductive hearing loss can be identi&ed
and treated resulting in a complete or partial improvement in
hearing. Following the completion of medical treatment for cause
of the conductive hearing loss, hearing aids are eective in
correcting the remaining hearing loss.
!he audiometric pro&le that indicates a conductive hearing
loss is the presence of air#bone gaps better hearing by bone
conduction than by air conduction/, excellent word recognition at
a comfortable listening level, and evidence of a middle ear
dysfunction on immittance. For situations where a bloc"age is
noted in the external ear canal, hearing testing is deferred until
the canal is cleared.
+* Sensorineural Hearing Loss
!he second type of hearing loss is called sensorineural
hearing loss. !his word can be divided into its two components #
sensory and neural # to allow us more clarity in specifying the
type of hearing loss. !he comprehensive audiometric assessment
and supplemental tests can yield the information needed to
dierentiate between a sensory and a neural hearing loss,
although they can co#exist in the same ear. eural hearing loss is
another name for retrocochlear hearing loss.
Sensorineural hearing loss results from inner ear or
auditory nerve dysfunction. !he sensory component may be from
damage to the organ of Corti or an inability of the hair cells to
stimulate the nerves of hearing or a metabolic problem in the
2uids of the inner ear. !he neural or retrocochlear component
=
8/17/2019 Mom Miranti 4
9/16
can be the result of severe damage to the organ of Corti that
causes the nerves of hearing to degenerate or it can be an
inability of the hearing nerves themselves to convey
neurochemical information through the central auditory
pathways.
!he reason for sensorineural hearing loss sometimes
cannot be determined, it does not typically respond favorably to
medical treatment, and it is typically described as an irreversible,
permanent condition. Li"e conductive hearing loss, sensorineural
hearing loss reduces the intensity of sound, but it might also
introduce an element of distortion into what is heard resulting in
sounds being unclear even when they are loud enough. Mnce any
medically treatable conditions have been ruled out, the
treatment for sensorineural hearing loss is ampli&cation through
hearing aids.
.* /i0ed Hearing Loss
4 mixed hearing loss can be thought of as a sensorineural
hearing loss with a conductive component overlaying all or part
of the audiometric range tested. So, in addition to some
irreversible hearing loss caused by an inner ear or auditory nerve
disorder, there is also a dysfunction of the middle ear mechanism
that ma"es the hearing worse than the sensorineural loss alone.
!he conductive component may be amenable to medical
treatment and reversal of the associated hearing loss, but the
sensorineural component will most li"ely be permanent. 'earing
aids can be bene&cial for persons with a mixed hearing loss, but
caution must be exercised by the hearing care professional and
8/17/2019 Mom Miranti 4
10/16
patient if the conductive component is due to an active ear
infection.
+*+ English 1oca)ular% 21er)3
+*+*, De-nition O! English 1oca)ular% 21er)3
8ocabulary is commonly de&ned as Nall the words "nown
and used by a particular personN. Onowing a word, however, is
not as simple as merely being able to recogniEe or use it. !here
are several aspects of word "nowledge that are used to measure
word "nowledge.
4 de&ning vocabulary is a list of words used by
lexicographers to write dictionary de&nitions. !he underlying
principle goes bac" to Samuel PohnsonKs notion that words should
be de&ned using Kterms less abstruse than that which is to be
explainedK, and a de&ning vocabulary provides the lexicographer
with a restricted list of high#frequency words which can be used
for producing simple de&nitions of any word in the dictionary.
8erb is a word used to describe an action, state, or
occurrence, and forming the main part of the predicate of a
sentence, such as hear , become, happen.
8ocabulary verb is a list of word use by lexicographers to
write dictionary de&nitions about a word used to describe an
action, state, or occurrence, and forming the main part of the
predicate of a sentence.
+*+*+ E0a#$le o! English 1oca)ular% 21er)3
*?
https://en.wikipedia.org/wiki/Samuel_Johnsonhttps://en.wikipedia.org/wiki/Samuel_Johnson
8/17/2019 Mom Miranti 4
11/16
A#erican Sign Language ASL/ is the predominant sign
language of +eaf communities in the 5nited States and most of
anglophone Canada. %esides orth 4merica, dialects of 4SL and
4SL#based creoles are used in many countries around the world,
including much of -est 4frica and parts of Southeast 4sia. 4SL is
also widely learned as a second language, serving as a lingua
franca. 4SL is most closely related to French Sign Language
LSF/. )t has been proposed that 4SL is a creole language,
although 4SL shows features atypical of creole languages, such
as agglutinative morphology.
xample J
**
https://en.wikipedia.org/wiki/Sign_languagehttps://en.wikipedia.org/wiki/Sign_languagehttps://en.wikipedia.org/wiki/Deaf_communityhttps://en.wikipedia.org/wiki/Creole_languagehttps://en.wikipedia.org/wiki/West_Africahttps://en.wikipedia.org/wiki/Southeast_Asiahttps://en.wikipedia.org/wiki/Second_languagehttps://en.wikipedia.org/wiki/Lingua_francahttps://en.wikipedia.org/wiki/Lingua_francahttps://en.wikipedia.org/wiki/French_Sign_Languagehttps://en.wikipedia.org/wiki/Creole_languagehttps://en.wikipedia.org/wiki/Agglutinationhttps://en.wikipedia.org/wiki/Sign_languagehttps://en.wikipedia.org/wiki/Sign_languagehttps://en.wikipedia.org/wiki/Deaf_communityhttps://en.wikipedia.org/wiki/Creole_languagehttps://en.wikipedia.org/wiki/West_Africahttps://en.wikipedia.org/wiki/Southeast_Asiahttps://en.wikipedia.org/wiki/Second_languagehttps://en.wikipedia.org/wiki/Lingua_francahttps://en.wikipedia.org/wiki/Lingua_francahttps://en.wikipedia.org/wiki/French_Sign_Languagehttps://en.wikipedia.org/wiki/Creole_languagehttps://en.wikipedia.org/wiki/Agglutination
8/17/2019 Mom Miranti 4
12/16
*7
8/17/2019 Mom Miranti 4
13/16
*;
8/17/2019 Mom Miranti 4
14/16
*>
8/17/2019 Mom Miranti 4
15/16
CHAPTER III
CONCLUTION
+eaf ducation is a broad and diverse professional &eld
that centers on the education of children who are deaf or hard of
hearing. !eachers often concentrate their studies in early
childhood education, elementary education, or a secondary
content area. !eachers of students who are deaf or hard of
hearing become experts in language acquisition and the unique
learning and communication needs of their students.
!ypes of +eaf J Conductive 'earing Loss,Sensorineural
'earing Loss, @ixed 'earing Loss. 8ocabulary verb is a list of
word use by lexicographers to write dictionary de&nitions about a
word used to describe an action, state, or occurrence, and
forming the main part of the predicate of a sentence
4merican Sign Language 4SL/ is the predominant signlanguage of +eaf communities in the 5nited States and most of
anglophone Canada. %esides orth 4merica, dialects of 4SL and
4SL#based creoles are used in many countries around the world,
including much of -est 4frica and parts of Southeast 4sia. 4SL is
also widely learned as a second language, serving as a lingua
franca. 4SL is most closely related to French Sign Language
LSF/. )t has been proposed that 4SL is a creole language,
*D
8/17/2019 Mom Miranti 4
16/16
although 4SL shows features atypical of creole languages, such
as agglutinative morphology.
CHAPTER I1
RE4ERENCES
htt$s566&&&*google*co*id6search7
q8(oca)9!or9dea!:es$(8+:)i&8,.;;:)ih8;..:source
8ln#s:t)#8isch:sa8E&iCg>
Top Related