By Joanne Greenberg
Part of the problem of Deaf low reading levels is due to insufficient education. Why should this be? The problem of low reading levels among the Deaf was supposed to have been solved 30 years ago, when mainstreaming was instituted to give Deaf kids an equal classroom experience, among their hearing neighbors at the local school. Why weren’t Deaf children, many of whom were supplied with interpreters, not following the trail of the “normal” kids in their classes?
Promises were made that couldn’t be kept.
For Deaf students with Deaf parents, the understructure of ordinary information was present. Most Deaf children have hearing – non-signing – parents. Even those who do sign are not as linguistically proficient as a bilingual family would normally be.
Schools don’t do remedial work during summers. They tend to pass low functioning students on, until they drop out of High school, unequipped, even for High school – and with Grade school reading levels.
Recently there has been a resurgence of interest in special schools for the Deaf, bucking the trend of fake normalization. We are reinventing the wheel.
Joanne Greenberg was born in 1932, in Brooklyn, NY. She was educated at American University and received and honorary Doctorate from Gallaudet University – the world’s only college for the Deaf. She has written 2 books on the subject and has spent decades working with state mental hospitals for appropriate care for the mentally ill Deaf.
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- Concern at a Distance (deafinprison.wordpress.com)
- Job Opportunity (deafinprison.wordpress.com)
- Graduate of School for the Deaf aims to break barriers (thegazette.com)
- Update on the #JusticeForFelix Project (deafinprison.wordpress.com)
- 2012 at DeafInPrison.com (deafinprison.wordpress.com)
- Families of Deaf/HH Children: We Need Your Help (teacherlingo.com)