Low academic achievement by deaf and hard of hearing K-12 students is well known to educators, says Mangan. Only a third of teachers responsible for science instruction are certified to teach science, a situation that compounds the problem for deaf students and others with disabilities. DLESE aims to give both students and teachers access to reliable, up-to-date information. For deaf students, it's an added boon that they do not need to continually refocus their attention from their lesson to their teacher or interpreter and back again, says Mangan. Without the lag time needed for interpretation, they may keep the same pace as hearing students.
"Not much research has been done on the science education of deaf students," says Mangan, whose own hearing is impaired by a hereditary condition that began when she was a senior in college. A recent study by NSF showed that students with disabilities are more likely to drop out of high school. If they do make it to college, they are just as likely as students without disabilities to major in math or science.
Deaf students fare better when instruction is interactive and participatory. For example, says Mangan, they get involved when they conduct their own research, either on the Web or elsewhere, rather than "listening" to lectures through an interpreter. It's also known that deaf students tend to learn best using visuals.
Check it out. But now begs the question of how many of these deaf/hh high school students are readily prepared for a transition to a college or university setting.
Too many deaf students arrive in college even more ill-prepared than their hearing counterparts. Many deaf students—who I believe are misplaced in special education classes—have learned in their educational experience that it’s OK not to do homework, not to attend class, not to pay attention. They often don’t know how to work with an interpreter, don’t understand academic culture, or have sufficient time management skills. Their senior year in high school, rather than their freshman year in college, would be an ideal time to take a “College 101” course. The structure of their high school curriculum should encourage and reward greater independence. Deaf students are often held to lower standards than they can achieve. When they pursue the independence of college life, they are often ill-prepared.
Tom Moran,
Professor of English, San Diego Mesa College========
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In my observation there are three areas that need to be “up to snuff” before thinking about coming to a university:
1) English language skills (reading and writing) at least above the 10th grade level,
2) math skills including mastery of both algebra and geometry, and
3) study skills.Meeting challenges at the high school level force students to develop self-discipline.
Nina Treiman, Student Personnel Specialist, National Center on Deafness, Cal State Northridge
True. For those thinking of going to college or a university, get yourselves prepared. College, especially at the graduate level, is no easy task.
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