Working With Deaf Mainstreamed Students: Utilizing Community Cultural Wealth. Some Statistics

Transcription

1 Working With Deaf Mainstreamed Students: Utilizing Community Cultural Wealth What Really Works Conference February 7, 2017 Cal. State Univ., Northridge Flavia S. Fleischer, Ph.D. Will Garrow, Ph.D. Jaspreet Ghotra John Pak Some Statistics Approximately 78,000 Deaf* students in the U.S. public school system receiving services under Individuals with Disabilities Education Act (excluding DC, Bureau of Indian Education, and U.S. territories) (Government Accountability Report, 2011) Approximately 96% of these Deaf children have hearing parents (Mitchell & Karchmer, 2004) who do not immediately have the socially based experience, knowledge and tools to raise Deaf children 1

2 Some Statistics All Deaf children are naturally spatially and tactically oriented Signed languages are critical for Deaf children s ability to learn auditory languages (Humphries et al, 2014; Johnson, 2006; Lane, 1999) Due to lack of accessible and appropriate linguistic input and socialization, a vast majority struggle in mainstream programs So what can we do? 2

3 Deaf Community Cultural Wealth Refers to the rich knowledge, skills, and tools that minority communities, e.g. Deaf community, possess and pass down through generations () Developed naturally through centuries of navigating and networking through global spaces not designed by, for and of Deaf people Deaf Community Cultural Wealth Allows Deaf people to navigate and flourish in hearing-centric spaces and to be productive, contributing citizens in our society Under-utilized and not understood as a significant component in Deaf Education 3

4 1/25/17 The DCCW s s are socially accumulated assets and resources that can help you move forward in society: Social Linguistic Social Familial Aspirational Navigational Resistant Familial Linguistic Community Cultural Wealth Navigational Resistant Aspirational Linguistic The intellectual and social skills attained through communication experiences in more than one language and/or style ASL Thrives 4

5 Social The networks of people and community resources that provide instrumental and emotional support to navigate through society s institutions The Last Table Waiting Familial The cultural knowledges nurtured among familia (kin) that carry a sense of community history, memory, and cultural intuition that engages a commitment to community well being and expands the concept of family to include a more broad understanding of kinship Deaf Global Connect 5

6 1/25/17 Navigational The skills of maneuvering through social institutions, namely the ability to maneuver through spaces not designed for Deaf people Deaf Sidewalk Aspirational The ability to maintain hopes and dreams for the future, even in the face of real and perceived barriers Veditz Hope 6

7 Resistant The knowledges and skills fostered through oppositional behavior that challenges inequality We came, we saw, we conquered References Government Accountability Report. (2011). Deaf and hard of hearing children: Federal support for developing language and literacy. Retrieved from Humphries, T., Kushalnagaer, P., Mathur, G., Napoli, D. J., Padden, C., & Rathmann, C. (2014). Ensuring language acquisition for deaf children: What linguists can do. Language, 90(2), e31-e52. Johnson, R. (2006). Cultural constructs that impede discussions about variability in speech-based educational models for deaf children with cochlear implants. Perspectiva, 24, Lane, H. (1999). Mask of benevolence: Disabling the deaf community. San Diego, CA: DawnSign Press. Leigh, I. (2009). Identity and deafness. Oxford, England: Oxford University Press. Mitchell, R. E., & Karchmer, M. A. (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies, 4(2), Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1),