They cannot talk.
The inability to acquire language that is age-appropriate.
They cannot learn to read.
The inability to produce spoken language.
Because they do not have hearing aids.
Because most deaf children have hearing parents.
Because most deaf children have deaf parents
Because deaf children cannot talk.
Social and maturity
Social and cognitive
Emotional and physical
Cognitive and emotional
Deaf and dumb
Distant and unfriendly
Cognitive development is the ability to process language and understand it.
Cognitive development is the ability to analyze math problems and find an answer.
Cognitive development is the understanding of concepts, and the ability to think and reason.
Cognitive development is the ability to hear understand and respond using intelligent age appropriate language.
Cognition Independence approach
Language Independence approach
Socialization is an important aspect of cognitive development
Socialization is not an important aspect of cognitive development
Socialization can sometimes over stimulate cognitive development
Socialization is an important aspect of cognitive development in older age group children.
Patterns, parallels, comparisons, and similarities
Repetitions, consistency, differences, and duplication
Equivalents, proportions, series, and repetitions
Parallels, series, differences and comparisons
When a child begins to read
When new information is presented at a level of language the student understands and then can apply it.
When a student begins to put together what they see and hear and match it with the words they know.
When there is a conflict between what a student thinks and new information that they receive.
Cognitive scheme is a cognitive structure that organizes information, making sense of experience.
Cognitive scheme is mapping of information based on the input received.
Cognitive scheme is the understanding of information experienced.
Cognitive scheme is a plan use to present mathematical information to help children grasp concepts.
Demonstration of student; participation, obedience, respect for others and follow through
Demonstration of knowledge; Comprehension; Application; Analysis; Synthesis and Evaluation
Demonstration of sensory; hearing, seeing, tasting, smelling and feeling
Demonstration of educational; Advancement; Performance; Success and Completion
Practice, repetition and experience
Verbalizing, writing and memorization
Memorization, practice and verbalizing
Repetition, writing and acting it out
A student’s ability to recite what they know in front of the class with confidence.
A student’s ability to pass an exam on first try, and remember the concepts a week later.
A student’s ability to write what they understand in a meaningful paragraph or present the information learned on a graph or chart.
A student’s ability to answer questions spontaneously about concepts or show that they understand.
Students learn by doing experiments, participating in class projects and completing their homework.
Students learn from exploration, making mistakes, and self-correction.
Students learn when they review information until their memory sets in.
Students learn from watching peers and doing what they do.
Positive behavior can be encouraged by reward and negative behavior can be decreased by ignoring bad behavior until the child corrects it.
Positive behavior can be increased with soft voices and gentle coaxing to do the right thing, where bad behavior can be solved through a discipline plan set up with the parent that can be enforced at home and in school.
Positive behavior can be increased by the use of positive re-enforcers, and negative behavior can be decreased by the use of punishment or withdrawal of privileges.
Positive behavior can be increased by giving special attention to a student, and bad behavior can be corrected through note home to the parent, grades reflecting the negative behavior, and privileges taken away.
The goal of education is for students to acquire thinking skills, and not to just memorize facts.
The goal of education is to teach children the basic skills of reading, writing and arithmetic.
The goal of education is to prepare children to be productive adults in our society by getting college educations.
The goal of education is for students to achieve knowledge in reading, math, history and the sciences, which will support them in the career they desire as an adult.
Interaction with people
Talk with interpreters who worked with the student previously to find out where the student’s level of functioning is.
Review the students IEP with a professional
Should ask the teacher who is currently with the student.
Should discuss it with the ESE director of the school.
Language level, world knowledge, and vocabulary
Hearing level, ability to process information, and practice
Language level, ability to process information, and vocabulary
Hearing, repetition of knowledge, and memorization skills
A learning problem
An environmental problem
A family problem
A speech problem
Daily conversation takes place at home or with friends and academic language is how we write and talk at school.
Conversations have more turn taking about topics that reflect a shared experience, and allow correction of mistakes, where academic language has less turn taking, longer monologues, more complex vocabulary and syntax as well as provides fewer contexts to understand the topic.
Daily conversations consists of generally topics about friends, home, and activities connected with those relationships, where academic language is conversing about subjects like Science, Math, Geography, and History.
Conversations have interrupted turn taking that never offer an opportunity to make corrections and is full of idioms and expressions, where academic language is always polite and offers much opportunity to correct grammatical errors as well as covers a multitude of academic topics.
There is nothing an interpreter can do to facilitate learning; they are to facilitate communication only. The teacher of the deaf is responsible for facilitating learning.
The interpreter can tutor the deaf or hard of hearing student on concepts they miss once they have mastered their language.
Interpreters may need to include an explanation of a concept in the interpretation in order to facilitate learning.
The interpreter must stay in their role and allow the teacher to teach, therefore the teacher can explain concepts that the student may miss.
The ESE director should conduct all language evaluations for the deaf or hard of hearing student.
A professional who has training specific to language and the students who are deaf or hard of hearing.
The school language assessment resource person is the only person who can conduct language evaluations for the deaf or hard of hearing student(s).
The teacher of the deaf is always the person who conducts language evaluations for the deaf or hard of hearing student(s).
Being able to talk about past events
Being able to use context clues in writing assignments
Being able to talk about what is here and now
Being able to use correct punctuation in sentences
Because detection can allow deaf and hard of hearing students to develop language that is more age appropriate when compared with their hearing peers.
Because early detection will get the student fitted with auditory equipment and the student can get a better quality education.
Because early detection can help a deaf and hard of hearing student progress in their speech training.
Because detection can allow deaf and hard of hearing students hear well and therefore can be more dependant on their hearing and less on sign language.