Custom term paper on Aspects of children with hearing impairment

It is necessary to say right now that the process of inclusion children with hearing impairment has not only pluses but there are also minuses in it. In an ideal variation there must be no minuses, because inclusive education is an instrument in the improvement of quality of life of children, especially children from socially vulnerable groups and to making healthy of society on the whole. But, taking into account our socio-economic situation and level of public consciousness, inclusive education carries experimental character nowadays.
On today’s moment it is possible to select a few barriers to inclusive education in sphere of hearing impairment: absence of flexible educational standards, disparity of curricula and maintenance of teaching in mainstream school to the special educational necessities of a child, absence of the special preparation of pedagogical collective of educational establishment of general type, ignorance of bases of correction pedagogics and special psychology, absence for the teachers of mainstream school of pictures of features of psychophysical development of children with hearing impairment, methods and technology of organization of educational and correction process for such children, insufficient material and technical equipment of mainstream schools under the needs of children with hearing impairments, absence in the manning table of educational establishments of general type of additional rates of pedagogical (deaf-and-dumb teachers, speech therapists, teachers-psychologists) and medical workers.
Presently in planning of social policy in different countries, regardless of their political system, two tendencies are selected in relation to this category of population. The adherents of the first tendency consider that society must practically accept problems of deaf children and children with hearing impairment, and as a result to create comfort conditions for them in the environment of people without hearing problems. For example, it can be used special rules of communication with them and, moreover, every student with hearing impairment must have the personal assistant – translator of sign language (the USA and other), certain requirements are offered to the articulation of all those people (specialists, teachers, relatives, friends, auxiliary personnel et cetera) which have the permanent socializing with deaf children and children with hearing impairment: their speech must be slow, articulation must have exaggerated character (Switzerland, Germany and other). The second tendency suggests examining persons with hearing impairment as the special task force, having the system of social requirements in the plan of overcoming of limitations and difficulties of communication, but being equal in rights with other children, existing with community in a single sociocultural environment. Accepting one or another tendency of forming of social policy in relation to persons with hearing impairment, the state and society construct the organizational forms of their teaching and socialization variously.
Transition from medical to the social model of understanding disability at the level of parents, persons, decision making in area of education and wide public, will be an instrument in distribution of this practice, making of single standards of teaching and financing of similar schools. custom term paper
The waiver of isolationist ideology will result in smoothing of chances of children with the limited possibilities and, in final analysis is realization of right on life in society.
Nowadays there were proposed many different types of help to children with hearing impairment and how to support their inclusion to mainstream schools. For example, students who have slight to moderate hearing impairment may benefit from wearing a hearing aid in the classroom, and these children should be provided with seating in the teacher’s direct line of vision for lip-reading purposes.
Moreover, a range of services are available to ease the adjustment of a hearing impaired student into an inclusive school environment; these services may consist of technological devices such as text telephones and captioning services, or personal support through notetakers and interpreters.
However, regular education teachers and peers should strive to maintain eye contact when instructing or conversing with a hearing impaired student, even if an interpreter is needed to communicate information through sign language.
Within the above stated context and with such dynamics of performance, we could observe various methods of the process of inclusion of children with hearing impairment in educational process.
Inclusive education is a process of expansion of participation all students, including having lacks of development, in an educational process.
Moreover, it supposes well-grounded changes in a culture, policy and practical activity of schools with the purpose of their accordance the variety of circle of student in certain locality. Inclusive education differs from the special education, having a few forms of realization, including special schools, small subdivisions, and integration of separate children through the special facilities.
Development of the system of inclusive education in our country requires of principle changes in the system of not only secondary (as “school for all”) but also professional and additional education (as “education for al”). There are no doubts, that inclusive educational environment is formed by a teacher, thus not simply by a teacher, but by the whole command of teachers and specialists – group, working in an interdisciplinary collaboration. In development of inclusive educational space should participate all types of important specialists who should help a child to receive knowledge in mainstream school. The teachers of school with inclusive classes are ready to accept the “special” child, knowing that they need support in the person of the assistants, specialists of this establishment or resource centers, methodists, and also they will have parents’ support of these children. (Spencer and Marschark, 2006).
Spencer and Marschark illustrated that “educational choices for families of deaf and hard-of-hearing children include decisions such as (a) mainstream versus special education class placement, (b) public versus private school programs, (c) communication mode emphasis on speech, sign, or both, and (d) amount and type of individual speech and language therapy to be provided.” (Spencer and Marschark, 2006:225) Appearance of children with hearing impairment in mainstream schools became an original test for a pedagogical collective. Many teachers far not immediately acknowledged a right for «novices» on the joint teaching. Reason is stereotypes, circumferential us, and lack of ability to understand other method of communication, other manner of speech and to reconstruct the behavior.
Firstly, there were such incidents, that teachers could long time speak with a child and don’t know that a student did not understand their monologue. Simply reconstruct the psychology on this child. Even if to take an ordinary teacher, and to place teacher in such terms, where candidates and doctors of sciences will be – they will in the scientific language speak, and he will not understand them also, subtleties which speech goes about. He also has to do translation on an outage clear language. Also it is necessary to- reconstruct the many-sided beautiful with plural dictionary turns speech on simple natural one, with simple sentences. I want to suppose some simple advises for teachers who work with children in mainstream school.
Researchers recommended not to turn the back, expressly to set questions, speaking to the child with hearing impairment, expressly to formulate questions, check up the working state of hearings devices, give the wide spectrum of possibilities for implementation of tasks (for example, to allow to answer in written form). It will be good to advice one way to encourage feelings of inclusion, acceptance and confidence in hearing impaired students is for teachers to familiarize themselves with finger spelling or basic sign language. School districts that have the means to offer hearing children an extracurricular course in sign language can help to foster communication and friendships for students with hearing difficulties. Another helpful strategy is to pair younger children with hearing impaired older students or adult mentors for additional support. Frederickson and Cline explained that “good teaching, sound behavior management, effective anti-bullying policies, clear rewards, consistently applied sanctions and imaginative use of the curriculum all make difference, and reinforce the message that all young people can achieve their full potential”(Frederickson and Cline, 2002:190)
Thus, taking into account all above stated it is possible to conclude that the hearing impaired children are considered as children with special educational needs and they need to be involved in special inclusive education for their best social adaptation in mainstream schools.