Living with Hearing Loss: A Lifelong Educational Process--A Parent's Perspective.

Autor/in	Miller, Joan E. Heller
Titel	Living with Hearing Loss: A Lifelong Educational Process--A Parent's Perspective.
Quelle	(1995), (19 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Child Rearing; Communication Skills; Coping; Deafness; Elementary Education; Inclusive Schools; Mainstreaming; Oral Communication Method; Parent Child Relationship; Parent School Relationship; Personal Narratives; Preschool Education; Social Integration; Special Classes; Total Communication + Suchen Sie Ihr Suchwort? Kindererziehung; Kommunikationsstil; Bewältigung; Gehörlosigkeit; Taubstummheit; Elementarunterricht; Inclusive school; Integrative Schule; Oral communication; Mündliche Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Erlebniserzählung; Pre-school education; Vorschulerziehung; Soziale Integration; Special class; Sonderklasse
Abstract	The mother of a deaf child recounts her family's experience from her daughter's infancy to her successful adjustment and high achievement in elementary school. Worries during the child's infancy and reaction to the diagnosis at 18 months are documented, as are the mourning process and choosing an educational approach, in this case mainstreaming. The child was first enrolled in an oral/aural parent-infant program, which was later combined with a regular community nursery school program. This combined approach of a smaller "self-contained class" plus a "larger mainstreamed class" was continued in kindergarten while the family became educated in sign language and the deaf culture. In first grade the child was fully mainstreamed, with cued speech used to supplement her predominantly oral education. Her successful adjustment in the mainstream elementary program was felt to be aided by the fact that her parents taught her hearing coaches, teachers, and friends how to communicate with a severely hard-of-hearing person. The importance of fully integrating the deaf child into family conversations is stressed. Suggestions are offered to facilitate the child's transition from elementary to middle school, including advocating for the deaf, cultivating social ties within the deaf community, utilizing social support groups, using assistive listening devices, obtaining professional counseling, and meeting adult deaf and hard-of-hearing role models. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01