Deaf studies for transfer deaf adolescents
This capstone project focuses on developing a curriculum unit that deals specifically with Deafhood. The purpose of this curriculum development project is to help deaf students who transferred from mainstreamed schools to a school for the deaf, leam more about the DEAF-WORLD and thusly adapt to the new environment by constructing a Deaf identity and becoming confident in themselves as contributing members of society. Increasingly, transfer students are introduced to a new educational and cultural environment where sign language is free flowing, one of the primary educational and social languages of the deaf. The curriculum unit is divided into five programs:
Developing and Enhancing A Positive Self-Concept in Deaf Children
This paper looks at the psychological issue of self-esteem, presenting ideas and opinions from various sources on developing and enhancing a positive self-image in deaf children.The objective is to make educators aware of how positive and negative interactions and communications can influence deaf children. It is to be hoped this paper will encourage teachers and others to make a personal, introspective evaluation of how we communicate and interact with deaf children daily and how that affects the way deaf children feel about themselves.The focus here is not to delineate why a deaf child may have low self-esteem, but to inspire motivation and enthusiasm on the part of teachers and others toward fostering a healthy self-concept in all hearing-impaired children.
A Review of Bilingual/Bicultural Programs for Deaf Children in North America
Each year the Joint CEASD/CAID Annals Committee selects a topic of current interest for inclusion in the annual reference issue. This issue's topic pertains to bilingual/bicultural programs for deaf children. While much has been said and written about the general topic, relatively little has been written about existing programs. Accordingly, the committee invited Dr. Michael Strong a researcher and an articulate proponent of this approach in the education of deaf children, to author this review. Please send any comments you wish to make pertaining to this review to Donald F. Moores, editor of the Annals literary issues. In a cover letter accompanying his manuscript, Dr. Strong wrote, "I kept evaluative comments to a minimum, but with great difficulty!" It has since been suggested that he submit a more self-expressive companion article for consideration in a future issue of the Annals.