Blog Reflection

            Throughout the quarter, I have focused my blog entries on Deafness and how parents and families are affected by diagnosis. I chose to focus my blogging on this topic because my dreams are to some day become an intrepreter and teacher at the deaf school here in Cincinnati; St. Rita’s School of the Deaf. My interests in this topic began back in 2009, when I was a sophomore in college. I was trying to find free electives and stumbled upon the course Beginning American Sign Language 1, from there my passion grew. I completed my Deaf Studies Certificate this year during the winter quarter. I have learned a great deal of knowledge through the certificate program, however, I never learned about the effects the disability has on parents and families. I felt this was an important topic to research and was appropriate to use in my blogging.

            It can be a very overwhelming experience for parents, especially in the early stage of diagnosis for any given disability. Feelings of anger, denial, sadness, and curosity are most often found in the families of all people who have a child with disabilities. Our community; both hearing and deaf, have many perspectives on the disability of deafness. Some people view deafness as a "problem" that needs to be "fixed". Other individuals believe that deafness is an enriching life experience in which you can become involved in a culture and community with beautiful language; American Sign Language. Some people who are deaf do not define deafness as a disability but as an inconvience.

            It is very difficult to make a decision for your child that will make an impact on your child’s life. However, parents and families are the biggest advocates for children with disabilities, and they are responsible for making these decisions. As a teacher, I feel it is essential to understand the complexity of emotions and the obstacles faced by parents of children with disabilities. We need to provide a partnership with parents in support, and reassure them that their education will be the fullest.

            I inquired many questions regarding the affects deafness has on families and especially parents. Through my research, I learned that there are many resources available to families, but it is important to seek out this information. Parents feel alone, especially during the diagnosis process, and with the resource support they may be able to seek out a family who can guide them through the process. I learned that official diagnosis is a timely process and involves multiple testing throughout the early stages of infancy. Once the official diagnosis is given, parents are given multiple options. Some options include; speech therapy, cochlear implants, hearing aids, and the learning of sign language. Many controversies surround the treatment, or non treatment of deafness. It is the parent’s ultimate decision when children are young.

            Once diagnosised and treatment or non treatment has occurred, and decisions have been made, parents are faced with yet another decision; schooling. There are two options when parents are faced with the decision of schooling; mainstreamed or residential. I found through research that more and more deaf students are being mainstreamed, which means put in public schools. However, in history it was most common that students went to a specialized school of the deaf or residental school.

            Parents with children whom are deaf have a lot of decisions to make, as of any parent or familiy with a child who has disabilities. I find that it is essential to continue research, not only on deafness but on other disabilities as I continue my education and career of teaching. It is important that parents and educators establish relationships and partnerships throughout the education of children. Through further research of various disabilities, teachers will be able to provide support and resources to make the lives of these families a little less difficult.

             

A story of a Deaf Person

The following video includes a story of a person who is deaf; their parents reaction to diagnosis, hearing aids, school and life experiences. Great video that wraps up several of the topics discussed throughout my blogging.


http://youtu.be/ATPD7I1-u0E

Silent Dinners

Silent dinners are deaf community events. During this event both hearing, and deaf people communicate through sign language. People come to the event who are at various skill levels and are ready to learn. I haven't been to any of these events but my friends who have had said they are very interesting and fun. They said it is really awesome to communicate with people at different age levels and skills levels. People are very friendly, and willing to teach you new words. It is great for people who are early learners.


http://www.tsha.cc/sdinner.htm ----- information about the silent dinners.

http://www.deafwired.com/cincinnati/silent-dinner----- you can use this website to reference deaf silent dinners in cincinnati.

Interview

I have been involved in studying different aspects of deaf studies for several years. It is something that really interests me. In 2009, I interviewed an employee from Hearing, Speech and Deaf Center of Cincinnati. I find this information very important, and helpful for providing resources.

Interview:

On Monday, July 6^th of 2009, I interviewed an employee , who happens to be the Operations Manager of Community Services for the deaf , at the Hearing, Speech and Deaf Center of Cincinnati. The mission of this center is to help the community by supporting individuals and families to overcome obstacles of communication.

1.      How long have you been involved within in the deaf community?

            I have been involved in the Deaf Community since August of 2000.

-          I selected someone who was actively apart of the community of deaf citizens. She will have a lot to share with me considering the nine years she has experienced already in this field.

2.      What is your job title and what types of things do you do on a typical day?

            My job title is Operations Manager of Community Services for the

Deaf.  Most of my day is spent coordinating a schedule for 13 staff interpreters and several contract interpreters.  I also have administrative duties here at the center of Hearing, Speech, and Deaf.

-       Her job intails lots of duties, but it sounds like it would be fun. I think it is very interesting that the Center of Hearing, Speech and Deaf contracts out interpreters for local and district events, and works with community to go outside the center and truly get involved.

3.      What was required of you to work in this job field?

            It was required to have knowledge of Deaf culture and fluency in American Sign Language, among other administrative skills

-          It sounds like to me that it is required to have a deaf studies certificate, along with business skills. However, even though she might not have had all the skills, it sounds like she has developed more skills just being in the community and a staff member at the center.

4.      Where did you receive your education?

             Cincinnati State, here in the city of Cincinnati.

-       It is interesting to know that other colleges and community colleges offer American Sign Language too as a field of interest.This is an important language and it opens an individual to learning new skills and being apart of other cultures and communication.

5.      How much time until fluency, in American Sign Language, was achieved?

            It took several years to achieve fluency with exposure to American Sign Language in the community.

-          I imagine it was very difficult to come into an atmosphere in which American Sign Language could be advanced. I imagine she had a lot of background knowledge of American Sign Language but that new skills had to be developed. When taking classes you are not able to learn everything possible about the language. Just think a person learning English can learn the language throughout their whole life, and are constantly learning new words and vocabulary.

6.      Did you grow up learning American Sign Language, if so by whom? Please give details.

                        No, I didn't know any sign language before I started an ITP. (interpreting)

-          Many people get involved into this field, whom are not familiar with the language of signing. I think this is because people are interested in learning to communicate with all people,but I also think people who have deaf family member also are involved in deaf studies inorder to better the obstacles their family faces.

7.      What inspired you to become involved in the deaf community?

                        I started classes at Cincinnati State, when I encountered a Deaf parent at a   schooI worked in. I started getting involved through school and the job I currently  hold here at the center.

-       I was interested in deaf studies after trying to communicate with an individual that is a customer, of the pharmacy in which I work. I have witnessed two individuals who come to the pharmacy who are deaf. I thought it would be an awesome experience to be able to communicate with them without writing everything out on a piece of paper. One week after having class in American Sign Language, one of the individuals came in and I was able to ask him his name. Although he fingerspelled his name very quickly, I was able to get him to slow down and I was able to understand. My boss was very impressed and he wants to now expand his skills and be taught sign language. It was just an all around awesome experience and it makes it well worth the time I have dedicated to this class.

8.      In what ways do you communicate with others? If the use of technology is a factor please indicate how the tool works and is used.

 Friends?

Family?

Co-workers?

Members of your center?

                I communicate mostly by phone, through email and text messaging, same as                    many individuals.

-       I thought that computer tools would be more commonly used, or pictures to help deaf patients at the center to express there thoughts or feelings.

9.      What would you want all members of the hearing community to know about working with deaf members of our same community inorder to be more sensitive and accomodating?

                        I would want the hearing community to be more sensitive to the needs

             of others.  Not to make assumptions of another person's communication needs.

-       This is something I just read about. I think people make the assumptions that deaf people should have to read lipreading and adapt to the hearing culture. I think that is a bunch of bull. We are all individuals on this earth and diversity in people is what makes our country and world strive. Working together and being multicultural is a rewarding thing and we should be acceptive of all cultures and diversity and embrace differences.

10.  What do you suggest for new signers? (activities, involvement, etc)

           New signers, I suggest volunteering in community events.  Getting

exposure in the community through Silent Dinners, Deaf Professional

Happy hour, Deaf zoo day..etc.

-       I think being a member of a culture and being involved in other cultures helps you to learn the language by being exposed to it outside the classroom setting.

11.  What should a beginner know about deafness/ American Sign Language?

        There are so many different people, different levels and modes of communication.  Be respectful of their language and their culture.

-       I think this is very important. No matter what the differences are between people I think you should always be respectful and this goes outside the differences of being deaf and hearing.

12.  What are some events you enjoy going to in the deaf community?

                       I enjoy attending Silent Dinners and mostly the Deaf Zoo Day.

-       Unfortunately, I missed the Deaf Zoo day due to work, but I will be attending the St. Rita’s festival and I would love to attend a silent dinner. Being exposed to the language outside the classroom is benefical to learning the language.

13.  What was the most interesting or mind-opening experiences that you have incountered through the ability of signing or working with the deaf?

          My most mind-opening experience that I have incountered is the deafs willingness to help.  Deaf people understand we are learning their language, and in many instances they are willing to help you adapt to the culture and the learning and mechanics of signing.

-          I have also noticed this in the lab at the University of Cincinnati and with my experience at the pharmacy with a customer. The customer taught me new signs and corrected the mechanics of my signs.

Marlee Matlin

             Marlee Matlin is a deaf actress. She lost all her hearing in her right ear and 80% in the left ear at 18 months. She has faced many obstacles in her life because of being deaf, however she is an advocate for all deaf people. She is involved in many charitable organization, and actively involved in the deaf community. Watching her sign in ASL is beautiful. American Sign Language is such a beautiful language. She has been a powerful leader and has encouraged alot of deaf people to live their dreams and succeed. I found her to be very inspirational.  




Below is a recent video that discusses how she is in Washington DC trying to get congress to notice that more multimedia needs captions and accomodations need to be made for deaf individuals.


http://youtu.be/WgYDzLB43B0

St. Rita's School for the Deaf

We are fortunate enough to have a deaf school located here in Cincinnati. My dream is to one day be a teacher at this school; teaching and working with the deaf are my passions in life. Below I have provided some information about the school. It is useful to look at the previous posts about residental schooling to gain insight on the basics of how this school functuations.

	Mission We are a Catholic day/residential program whose primary mission is to educate infants and students who need special methods of communication and technological support. We are committed to providing a safe, value-oriented environment which facilitates the educational, social and spiritual development of each student.

The Vision of Henry Waldhaus 


St. Rita was built on 237 acres of fertile land and the dream of a young priest. The dream began when Father Henry J. Waldhaus was challenged by Archbishop Henry Moeller to provide for the deaf in the Diocese of Cincinnati. With the help of the Knights of del'Epee and the Saints Mary and Joseph Society, Father Waldhaus was able to raise the funds necessary to purchase land which would become St. Rita School in 1915. Beginning with only eleven students and a staff of three Sisters of Charity, Father Waldhaus embarked on a mission which would produce the first accredited high school for the deaf in Ohio.

As construction workers were breaking ground for new buildings, Father Waldhaus and the Sisters of Charity were breaking ground in their education of deaf children. They offered an atmosphere of learning and growing which was unique to deaf students in the Cincinnati area. The available technical equipment of the day enabled teachers to communicate with students who existed in a silent world. Religious and social training exposed the children to ways of life essential to functioning in the real world. Academic and vocational training helped the children become productive members of society. The homelike atmosphere offered camaraderie and a chance to grow and share with other deaf children.

Those first graduates of St. Rita took their dreams with them into the world, bolstered by the care and attention they received from Father Waldhaus and his staff.






Check out the website and see the different events offered at St. Rita's.

http://www.srsdeaf.org/

Mainstream Schooling

      Mainstream schools differ from residental schools (previous post), and were established in the mid 1970s.
      In 1975, President Gerald Ford signed a law called Education for All Handicapped Children Act. The signing of this law placed students with disabilities in the least restrictive environment and gave students with disabilities the opportunity to be included in a classroom and not isolated.
      Mainstream schools allow students to compete with other student in a “regular classroom”. Services are included to the students such as; interpreters, notetakes, and tutors.

      Advantages of mainstreamed school include the opportunity for students to remain living at home, and they are still being exposed to American Sign Language. Students interact with the hearing and deaf community and they are able to compete with hearing students.

      Disadvantages of mainstreamed schools include student being able feel excluded from social grouping because the individual is being viewed as being disabled. Many deaf students suffer from low self esteem due to competition and comparision to hearing students in mainstreamed schools.

Scheetz, Nanci A. "Chapter Four: The Educational Environment." Orientation to Deafness. Second ed. Boston: Allyn and Bacon, 1993. 78-106. Print

Residental Schooling

       There are many education choices that parents are faced with when selected the right education for their deaf child. There are two categories of education; mainstreamed and residential.
        Residential schools offer dorm facilities in which the students and staff live during the academic school year.  The school is designed to benefit the deaf students and they employ specifically trained individuals in the area of deafness. The students are also matched up and live with students who are in their same grade and age. The staff and teachers are highly qualified to deal with both mental and academic situations that may arise. The students live on campus.
       Transportation is provided to students to give students the opportunity to visit home on the weekend and holidays. During the academic school year the students are in class for 7 hours per day.
      Some disadvantages of residental schooling are; seperation from parents, and non-interactions with the hearing community. Advantages of residental schools is they offers a great educational setting, the students get to interact with other deaf students, Residental schools provide exposure to the deaf community and deaf culture.


Scheetz, Nanci A. "Chapter Four: The Educational Environment." Orientation to Deafness. Second ed. Boston: Allyn and Bacon, 1993. 78-106. Print

Founders and History of American Sign Language

        Schools of the deaf and the beautiful language of sign language were introduced by two intelligent men, Laurent Clerc and Thomas Gallaudet. Laurent Clerc was a deaf teacher in Paris, France and worked at the National Royal insitution for the deaf. Thomas Gallaudet was a hearing American who helped aid Laurent Clerc to establish a school in America for the deaf, and to educate the students with a way of communication. Laurent Clerc and Thomas Gallaudet started a school for the deaf in 1817, which was located in Hartford, Connecticut. The introduction of sign language was derived from Paris, and Thomas Clerc was responsible for its development.

          During the eighteenth century, sign language was banned in Italy. Some Italians thought that the deaf needed to adapt to the hearing environment, and “fix” themselves. They banned use of sign language by using string to tie down hands, and used mittens to make it difficult to even try to sign.
         
          In 1880 the National Association of the deaf was founded in Cincinnati, Ohio. This program consisted of individuals who were deaf who worked together to fight for rights and to fight against discrimination. In 1900 to 1960 was known as the “dark ages” of deaf history.  However, in the 1960’s many improvements began to take place.

        In 1988 students protested at Gallaudet University stating, “Prejudice, is believing that deaf people have to be taken care of”. During the protest, which lasted eight days, the deaf students/ protesters demanded respect from the hearing community, and stated that deafness is not a disability. The deaf community regained control over the school and American Sign Language blossomed.

Scheetz, Nanci A. "Chapter Four: The Educational Environment." Orientation to Deafness. Second ed. Boston: Allyn and Bacon, 1993. 78-106. Print

          

American Sign Language

            American Sign Language (ASL) is a created language that consists of hand signs, body movements, and facial expressions. American Sign Language has its own grammar and syntax, which are different from English. American Sign Language (ASL) is a language made of complexity and is a series of signs made by moving the hands. The use of motions, facial expressions, and postures of the body is the essential of American Sign Language. This is the primary language of many people who are deaf or hard- of-hearing in America.
            The National Institute on Deafness and other Communication Disorders, states, “ASL is a language completely separate and distinct from English. It contains all the fundamental features of language—it has its own rules for pronunciation, word order, and complex grammar. While every language has ways of signaling different functions, such as asking a question rather than making a statement, languages differ in how this is done. For example, English speakers ask a question by raising the pitch of their voice; ASL users ask a question by raising their eyebrows, widening their eyes, and tilting their bodies forward.”


http://youtu.be/FV69iJuXwP4
              a parents story of communication and sign language.

http://youtu.be/DroIGE6rLgA
                adele's - set fire to the rain in asl

Communication

The topic of communication is a controversal topic among the deaf community. There are multiple options that families can use to communicate. The medical community encourage parents to make the choice for the child, that will be most successful and beneficial for both the child and the family.

Listed below is a couple of options I have found on National Institute on Deafness and other Communication Disorder website.

• Auditory-oral and auditory-verbal options combine natural hearing ability and hearing devices such as hearing aids and cochlear implants with other strategies to help children develop speech and English-language skills. Auditory-oral options use visual cues such as lipreading and sign language, while auditory-verbal options work to strengthen listening skills.
  
• American Sign Language (ASL) is a language used by some children who are deaf and their families. ASL consists of hand signs, body movements, and facial expressions. ASL has its own grammar and syntax, which are different from English, but it has no written form.
  
• Cued speech is a system that uses handshapes along with natural mouth movements to represent speech sounds. Watching the mouth movements and the handshapes can help some children learn to speech-read English; this is especially important in discriminating between sounds that look the same on the lips.
  
• Signed English is a system that uses signs to represent words or phrases in English. Signed English is designed to enhance the use of both spoken and written English.
  
• Combined options use portions of the various methods listed above. For example, some deaf children who use auditory-oral options also learn sign language. Children who use ASL also learn to read and write in English. Combined options can expose children who are deaf or hard-of-hearing to many different ways to communicate with others.

http://www.nidcd.nih.gov/health/hearing/pages/screened.aspx


This video discusses some of the communication strategies used.

http://youtu.be/XcgIbrzbKW8

Importance of Testing

      Children are tested before leaving the hospital. The child is tested again when they are 3 months old. Children are tested with 2 different method tests, otoacoustic emissions (OAE), and auditory brain stem response (ABR).


     It is important to get a child screened for hearing loss, during early years. The earilier the diagnose the more the child will be exposed to language development. Through birth to age 3 children were using critical thinking skills to learn and develop language.


     Research suggests that children with hearing loss who gets help early develop better language. Early detection allows for families and doctors to work together to make decisions about the development of the child.


Below I have provided a link that answers many frequently asked questions
http://www.nidcd.nih.gov/health/hearing/pages/screened.aspx

Types of Testing

There are 2 different types of test that are performed at the hospital before the child leaves. The otoacoustic emissions, and auditory brain stem response.

      The otoacoustic emissions (OAE) test shows whether parts of the ear respond properly to sound. During this test, a soft sponge earphone is inserted into the baby’s ear canal and emits a series of sounds to measure an “echo” response that occurs in normal hearing ears. If there is no echo, it could indicate hearing loss.

      The auditory brain stem response (ABR) test checks how the auditory brain stem (the part of the nerve that carries sound from the ear to the brain) and the brain respond to sound by measuring their electrical activity as the child listens. During this test, the baby wears small earphones in the ears and electrodes on the head. Your baby might be given a mild sedative to keep him or her calm and quiet during the test. If the child doesn’t respond consistently to the sounds presented during either of these tests, the doctor will suggest a follow-up hearing screening and a referral to an audiologist for a more comprehensive hearing evaluation. If hearing loss is confirmed, it’s important to consider the use of hearing devices and other communication options before your baby is 6 months old. The use of devices may not always be an option, but it is beneficial to surgical insert the device at a younger age.


During these tests the child is laying down comfortably. If theses tests are not performed at the hospital, or if the child is born at home, the child should be tested before being 3 months old.

http://www.nidcd.nih.gov/health/hearing/pages/screened.aspx

Misunderstandings of Cochlear Implants

      As stated in my previous post, I defined a Cochlear Implant. Cochlear implants are small, complex electronic device, which involves a surgical procedure in which electrodes are implanted into the ear within the Cochlea.
      There are many misconceptions and misunderstandings about Cochlear Implants. A Cochlear Implant does not restore normal hearing. It can only give a deaf person a useful representation of sounds in the environment and help him or her to understand speech.
     Hearing aids amplifies sound so that sounds can be detected by damaged ears.  A Cochlear implant, bypass the damaged parts of the ears and stimulates the auditory nerve.
     Hearing people always view deafness as a disability and view it as something they need to fix. The hearing community obviously thinks that cochlear implants are the solution to what they think is a “problem that can be fixed”. The deaf community is at war with cochlear implants, and the implementation of cochlear implants. Most deaf individuals feel a sense of pride to be part of a close knit community. Deaf people do not view their deafness as a disability but rather as an opportunity to be apart of something great.

            Orientation to Deafness  2^nd Ed.Nanci Scheetz ISBN: 0-2-5-32801-6

Cochlear Implant

      Many parents view deafnes as a “problem” that needs to be fixed. One option I have found is cochlear implants.
      A Cochlear implant is a small, electronic device, which is surgically implanted   within the Cochlea; inner part of the ear.  The implant can help to provide a sense of sound to a person who is deaf or severely hard-of-hearing. The implant consists of an external portion that sits behind the ear and a second portion that is surgically placed under the skin. The common misconception is that a Cochlear Implant does not restore normal hearing. It can only give a deaf person a representation of the sounds in the environment and help him or her to understand speech.

http://www.mayoclinic.org/cochlearimplants/procedure.html

April 11, 2012

        My focus of the topic deafness in this blog post is early diagnosis. It is ideal to detect deafness as early as possible, due to the vast about of changes that occur in early development. Parents have to make crucial decisions on what options will be used to either "treat" or not "treat". The reason I put the word "treat" in quotations is due to the controversies that surround deafness. Some people view deafness at a problem in which it needs to be fixed or treated. I will use this throughout my blogs. I am a firm believer in deaf culture and I tend to be against cochlear implants (will be discussed in a later post).Today, I focused on the initial warning signs before diagnosis.
         The Centers for the Disease Control and Provention states that most identications of a child are often questioned in screening and in tests. Most parents, when children are every young (babies and toddlers), are unaware that their child is deaf because of the lack of vocabulary and understandings of words, along with the lack of communication. The CDC states that in 2009 that 98% of children covering 50 states were screened for hearing.
        Hearing screening are series of sounds in which you determine if you can hear the sounds. The hearing screening is conducted by an audiologists. There are multiple types of tests that can be used and helps to deternine hearing loss. One test is called the Auditory Brainstem Response (ABR) Test, and is responsible for showing the brains reaction to sound. The next test is Otoacoustic Emissions (OAE) and this test focuses on the interaction between the inner ear and sound. The last test is Behavioral Audiometry Evaluation, which all parts of the ear are involved in all parts of the ear.

http://www.cdc.gov/NCBDDD/hearingloss/screening.html

April 9, 2012

During this quarter, I would like to focus my research on the discoveries of deafness in children by families. I have recently received my certificate in deaf studies and I studied all the options available, but never did I study the challenges and the beginnings of being diagnosed.  Is there information that doctors give to first time parents about warning sign that indicate deafness? Are their classes to educate parents about deafness? Are parents offered classes in American Sign Language? Are resources available to parents about deafness?I have many questions about the early stages of deafness.I plan, after graduation to return to school and finish my degree in sign language interpretation. I have a great passion to become a teacher of early childhood students, who are deaf.

It can be a very overwhelming experience for parents. Our community has many perspectives on deafness. Some view deafness as a "problem" that needs to be "fixed"; while others believe that deafness is an enriching experience in which you can become involved in a culture of beautiful language (ASL). It is very difficult to make a decision for your child that will effect the rest of their lives. As I quickly researched this topic, I found a website that provides answers to questions that are frequently asked in concern by parents. The website addresses the benefits and disadvantages of early diagnosing, learning ways of communicating, and resources that allow you to discuss your challenges with other parents who are experiencing or have experienced the same situations. I believe this website is just one step that a parent could take into becoming educated on deafness.

http://www.familysupportconnection.org/html/HOHissues.htm#communication