BOOK REVIEW: DEAF LEARNERS; DEVELOPMENTS IN CURRICULUM AND INSTRUCTION CHAPTER – OVERVIEW: CURRICULUM AND INSTRUCTION IN GENERAL EDUCATION AND IN EDUCATION OF DEAF LEARNERS By: Aena Munirah Abd. Rahim (P 51977) Perdagangan & Keusahawanan

OVERVIEW: EDUCATION OF DEAF LEARNERS 3 main questions have been asked and discussed: 1) Place to learn 2) Method to educate 3) Cyllabus or subjects to be taught These 3 issues relate with each other There were major changes in these 3 issues and several implications from them

PLACE TO LEARN Trend in recent years – together with hearing children (school-under one roof) Began after WW II – attended residential schools for the deaf or separate day schools for the deaf in large cities Increase in the number of deaf children – state legislator reluctant to build separate facilities because that was thought to be temporary – establishment of separate classes within the public school Public Law : the Education for All Handicapped Children Act (1975) – less deaf children enrolled to separate school for the deaf The trend continues to this day

METHOD TO EDUCATE In essence, involves centuries-old-oral-manual “methods war” American Sign Language (ASL) English bilingual approach 1 st half of 19 th century – residential school emphasized on vocational aspect for the deaf students plus only basic for English, Math & moral 2 nd half of 19 th century – emphasized on vocal communication skills; less relied on signs – lessons in speech, speechreading and English structure (practice) SUBJECT TO BE TAUGHT

CURRICULUM FOR DEAF LEARNERS Many deaf children wanted to attend same school as hearing children – separate class or not State & federal agencies provided access to general education curriculum for all including deaf children Programs for deaf children have adopted and adapted regular curricular – curricular variation across and within states Challenges – how to provide access to regular curriculum for deaf children and facilitate mastery of math, science, social studies literature (English & communication skills)

cont..... Limited success because existing curriculum was concerned more on language and communication skills than the academic subjects Moores, Jatho & Creech (2001) – review on 130 peer- reviewed articles reflected the lack of emphasis on academic content – only 3 articles dealt with mathematics Many teachers of deaf children lacked skill and training in subject that they teach Teachers of deaf children are as capable as any other teachers and the deaf children are capable of meeting the standards required – purpose of this book

OVERVIEW OF GENERAL EDUCATION Early – general education not important because deaf education was thought to be apart from it Today – general education becomes relevant because of the inclusion and raised expectation on the deaf learners Foundations of the American school system (affect roots of deaf education) were based on several principles Butts & Cremin (1953) – three-dimensional model; cohesive values, social characteristics, segmented pluralisms – used as a way of analyzing also what is at stake in deaf education

cont Late 18 th century – different trends in American educational system After World War I – need to consolidate and standardize the curriculum to deal with increasing school population 1960s – federal government responded with the National Defense Education Act, which put federal funds into educational innovation; publication of The Process of Education (Bruner, 1960) which called for important curriculum reform and exciting curriculum projects in social studies, mathematics & science 1970s – renewed focus on basic skills in mthematics and literacy that to some extend eclipsed many of the innovations of the 1960s

cont s – renewal of some educational experimentation; increase in criticism and condemnation on the system However, the nation survived and even prosper 1983 – Gardner's Frames of Mind was published – there are multiple intelligences that could and should be fostered 1990s – continued receive criticsms about the system Schools were increasely required to adhere to national curriculum standards Early 21 st century – No Child Left Behind (massive federal law – required comparative public ranking of school successes

QUESTIONS: What are the three important issues that been discussed among the educators of deaf students? (Apakah 3 isu atau persoalan yang dibincangkan oleh kebanyakkan pendidik pelajar bermasalah pendengaran?) What are the terms that been used by the authors in referring the normal or typical student? (Apakah istilah yang digunakan oleh penulis untuk merujuk kepada pelajar normal atau biasa?) What was the implication to the deaf children after the Public Law : the Education for All Handicapped Children Act (1975) was enacted? (Apakah implikasi kepada pelajar pekak selepas Public Law : the Education for All Handicapped Children Act (1975) digubal?)

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