Deaf

The Deaf Community media type="custom" key="14040228" The deaf community extends all around the world and includes people of all races, religions, ages, genders, and socio economic levels.

media type="custom" key="14040388" Educating deaf children on the Constitution and what what it means to be an American citizen.

media type="custom" key="14040776" Live TV subtitles does not line up with the screen.

media type="custom" key="14040872" Precious deaf children singing.

media type="custom" key="14040964" Educating deaf students in a full inclusion classroom. Deaf students learn the same as every other child their age.

media type="custom" key="14041090" Profoundly deaf student is able to work effectively in the operating room.

[] Georgia Council for the Hearing Impaired, Inc. "The goal of GACHI's Information and Referral (I&R) Program is to provide individuals with details about services, activities, events and social functions appropriate to their needs"

[] Georgia Resources, Education, Advocacy, & Treatmentment for Deaf Adult &Youth, Inc. Provide Counseling, Therapy, and Evaluations for the Hearing Impaired Located in Atlanta

[] Georgia Association of the Deaf
 * To promote awareness of issues surrounding hearing loss.
 * To advocate for the rights of citizens.
 * To promote the social, technological, moral and intellectual advancement of persons with hearing loss in Georgia.
 * To advocate for the quality of deaf education in Georgia.
 * To cooperate with other state associations and the National Association of the Deaf in all projects that will advance the well being of persons with hearing loss.

Article to Refer to: @http://www.tesol.org//s_tesol/article.asp?vid=163&DID=3086&sid=1&cid=736&iid=3079&nid=3077

This article discusses the guidelines for nurturing critical, creative thinking skills among deaf and hearing students. Educational opportunities for deaf students have expanded because teachers have a better understanding for the nature of literacy and diversity among the deaf community. The goal to improving pedagogical strategies is to enhance their cognitive, social, and linguistic growth while promoting equity within the learning environment. The article states that we are moving towards a new center for deaf education that is culturally informed rather than pathologically driven, recognizing a need for a modified curriculum, challenging content, and enabling the kinds of skills that will serve students well beyond their years of schooling. It draws on Alma Flor Ada's Creative Reading Methodology. Ada's four-phase methodology includes (a) descriptive, (b) personal interpretive, (c) critical analysis, and (d) creative action phases. The author applies Ada's methodology to Jeanne Lee's picture book, //Silent Lotus//. This application illustrates how textualized and contextualized questions can foster progressively deeper and more elaborate cognitive activity among students, both deaf and hearing. //Silent Lotus// is a picture book written by Jeanne Lee (1991) that deals with deafness and multiculturalism. In it, Lee recounts the charming story of Lotus, a young Cambodian girl who is beautiful and graceful, but cannot speak or hear. Her parents take her to the city where she observes and imitates temple dancers. With the permission of the king, Lotus learns to perform for the royal court and, ultimately, becomes the most famous dancer in the kingdom. In the **descriptive phase** of the Creative Reading Methodology, questions are posed that relate to information contained in the text itself. The focus here is on general comprehension of the story's content. This phase typically involves surface-level cognitive activity. Then, in the **personal interpretive pha**se questions are posed that relate to students' feelings and reactions to the text, and to their previous experience. The focus here is on deriving meaning from, and connection to, the story through personalization. This phase typically involves somewhat deeper cognitive activity. Thirdly, in the **critical analysis phase,** questions are posed that allow students to draw comparisons between knowledge gained from the text and knowledge gained from their own feelings and experiences. The focus here is on drawing inferences and imagining alternative scenarios. This phase typically involves more elaborate cognitive activity. Lastly, in the **creative action phase** questions are posed that allow students to translate their previous learning into concrete action. The goal is to improve their situation. The focus here is on praxis, the mutually reinforcing interchange between theory and practice. This phase typically involves deep, elaborate cognitive activity.

Children's books for your classroom

"Helen Keller’s Teacher" by Margaret Davidson is a great children’s chapter book about Annie Sullivan who taught Helen Keller how to read and communicate even though Helen was blind and deaf. It talks about the struggles they faced and overcame together. Having this book in your classroom could help a deaf child to know that they too can become successful and live a powerful life.

"Some Kids are Deaf" by Lola M. Schaefer uses texts and photographs to describe the ways deaf kids can communicate and their everyday activities. It shows how they are incorporated into the classroom and can do the same things as everyone else.

Other ideas for books: Cindy, A Hearing Ear Dog by Patricia Curtis When I grow up by Dandri Hodges Finding a Common Language: Children Living with Deafness by Thomas Bergman Mandy by William Morrow