2. Agenda Discussion: Bonny! Theory: More thoughts on language and placement options CI Corner Break Practice: Application of court cases and findings Housekeeping/Wrap up

3. Agenda Discussion: Bonny! Theory: More thoughts on language and placement options CI Corner Break Practice: Application of court cases and findings Housekeeping/Wrap up

4. Discussion: Bonny!

5. A discussion board interlude “Deaf people successfully protested to finally have deaf president at Gallaudet. Why aren’t we fighting to create a new law to change the concept of IDEA/LRE into something that all deaf students are highly encouraged to enter residential program [where] all teachers must meet high standards of bi-bi concepts and high standards of ASL abilities...” “What frustrates me is that this issue seems to be decided by people who don't know anything about Deaf Education, or really about individualized education in general. […] I think that as future teachers in the field, it is our responsibility to try to change the legislation. One point that really hit me hard was this idea of providing an opportunity for education, not actually providing education itself” Important points… what do you think?

6. One more discussion board point One of you wondered about the existence of statistics on performance of mainstream versus residential Deaf students…. I found the following: Braden, Maller & Paquin, 2011 – The effects of residential versus day placement on the performance IQs of children with hearing impairment. Published in The Journal of Special Education They did IQ testing on Deaf children in both settings “[There were] statistically significant gains for commuters and residents attending the residential program, in contrast to no PIQ change for children attending the day program.” Residential school students increased IQ score 3-4 years after placement

7. Agenda Discussion: Bonny! Theory: More thoughts on language and placement options CI Corner Break Practice: Application of court cases and findings Housekeeping/Wrap up

8. Segregation Discourse analysis looks at how people use language, included words and phrases, to cause people to think in a certain way On the whiteboard is the term “segregation” When you are ready, come up and write down all the associations that come to your mind with that word If someone has already written one of yours, feel free to indicate that you agree

9. Segregation Proponents of full inclusion use the following three arguments: All children learn best in the regular education classroom The goal of social equity is of greater importance than how children learn Pull out programs violate children’s civil rights by segregating them Why do you think they chose to use the word segregate? In trios, come up with at least one response against each of the above statements related to Deaf children

10. LRE All this leads us to the “least restrictive environment,” and its different interpretations (which we will talk about in more detail next week) Often thought of as the “mainstream” classroom Self contained rooms and special schools thought of as more restrictive environments Deaf education is a special case What do you think the implications are for Deaf children, language development, and Deaf culture if the residential school is thought of as a more restrictive environment?

11. Aspen School In groups of three, take a few minutes to discuss the different interpretations of LRE in the Aspen school What did… The mainstreaming teachers think? The Deaf Education teachers think? The interpreters think? We will have a whole group discussion afterwards

12. Agenda Discussion: Bonny! Theory: More thoughts on language and placement options CI Corner Break Practice: Application of court cases and findings Housekeeping/Wrap up

13. CI Corner A weekly discussion of an article either… About effectiveness (or lack thereof) of cochlear implants Or About the importance of using sign language with children that have cochlear implants Take a few moments to read the abstract for this week’s article, being passed around

14. CI Corner This week’s article: The role of sign language for Deaf children with cochlear implants: Good practice in sign bilingual settings Swanwick & Tsverik, 2007, Deafness and Education International Who did they look at? 2 mainstream schools and 4 bilingual Deaf schools in England All schools used BSL, to varying degrees

15. CI Corner What did they find? “In our discussion with staff from all six sign bilingual settings it was emphasized to us that few of their pupils with implants could be described as straightforward or successful users. There was a sense of frustration that successful implant users were either never placed or indeed moved from sign bilingual settings thus feeding a notion that pupils with implants do not do well in these environments.” (p. 226)

16. CI Corner More generally… Students with CIs benefited from a flexible language environment that used both BSL and spoken English Deaf adults had a positive impact on Deaf children in the classroom in terms of identity development and self-esteem Discussion: What do you think about this study? Do you believe these findings are important for parents/caretakers to know when considering a CI for their child? How can teachers and other advocates make sure this sort of information is available?

17. Break!

18. Agenda Discussion: Bonny! Theory: More thoughts on language and placement options CI Corner Break Practice: Application of court cases and findings Housekeeping/Wrap up

19. Importance of Law and Special Education At all starts with PL-94-142, the precursor to IDEA Prior to this, educational opportunities for all students with disabilities were limited, if they existed at all Regardless of unintended consequences, these laws forced state and local education agencies to consider all children’s needs in terms of education

20. Deaf Education and the Law Unintended consequences of special education law and Deaf education? Mainstreaming is the best option? Barely getting by in the mainstream (Cs and Ds) often considered successful mainstreaming – as some of you said on the discussion board, isn’t it our job to provide the BEST education, rather than any education?

21. Activity You will receive 2 handouts – one with questions designed to help determine the LRE, and the other a court case about a Deaf child denied an ASL interpreter in a mainstream classroom. Read and discuss in small groups: Do you think the questions to determine LRE would be helpful in determining placement for a Deaf child? What do you think was the flaw in the court’s INITIAL finding? (Not the final ruling) Would consideration of those questions changed this child’s placement or the services provided to her?

22. Discussion of application of LRE Why is it difficult to meet deaf children’s needs in a regular classroom? What is specialized teaching in the context of deaf children’s educational needs? Why are interpreters perceived by others as “adequate accommodation”

23. Agenda Discussion: Bonny! Theory: More thoughts on language and placement options CI Corner Break Practice: Application of court cases and findings Housekeeping/Wrap up

24. Housekeeping The first essay prompt is currently up on the course website Remember, you have until next Wednesday, class time, to complete the essay and submit it to me (Via e-mail: jes077@mail.harvard.edu) or a paper copy during class – your preference!jes077@mail.harvard.edu Any questions on this?

25. Housekeeping Wednesday, April 18 Apparently, this is a Monday schedule day! Thanks, TT! We will not have class, BUT the discussion board will still be open for response to the readings

26. Housekeeping I am happy to announce that next Wednesday from 3:45- 5:00 we will have a guest speaker! A local (ASL-fluent) itinerant teacher of the Deaf will be here to talk about her job and experiences regarding language and education in her position

27. Wrap-Up Who can share what ideas/experiences they will take away from this session?

28. Have an excellent week!