Teaching, Reading and Writing for Students Who are Deaf and Hard of Case Study

Teaching, Reading and Writing for Students Who are Deaf and Hard of Hearing (DHH) - Case Study Example According to Cornish (2011, p.20), high numbers of children in remote areas develop hearing loss, with some having no eardrums. It is however certain that children with hearing loss perform poorly academically. The basics of learning in kindergarten involve repeating what the teacher has said, however, for DHH students, this mission is close to impossible. The author adds that these children have a high chance of dropping out in school as they feel stupid, therefore developing behavioral problems, and hence at risk of being arrested or imprisoned. Nevertheless, there exist several forms of languages and communication used by deaf or hard hearing students. Forms of Communication Used by Instructors and DHH Students Teaching, Reading and Writing fluency American Sign Language (ASL) is a widely used language among the deaf in United States of America and in Canada; this sign language relies mostly on English. ASL is regarded as the first language for the deaf or hard of hearing students ; whereby, these students are expected to acquire this sign language first. It is a visual English language that has no written components, and involves symbolic terms; therefore, students must be capable of translating texts into an understandable format (White, 2011, p.21). It is considered an easier first language since it is mostly used at an early age for those born with DHH. Manually Encoded English is another communication system used by those with DHH; this system represents words in English sentences by signs from the American Sign Language. Cued speech use mouth movement to differentiate the sounds of the spoken language from one another, with an aim... This paper stresses that DHH students experience social difficulties especially around their hearing peers, however, when these two groups of students participated in similar activities, the level of interaction increased. Family involvement in DHH student’s social lives can influence the social outcomes, since parents act like coaches for their children. Therefore, they are able to discuss challenging issues that are facing their children, thus encouraging them to developing social interactions with their peers. This report makes a conclusion that there is limited research on oral reading fluency of DHH students; nevertheless, measures to improve reading skills for these particular students should be implemented. This research proves that DHH students continue to drag behind compared to their hearing peers academically. However, with the involvement of parents, DHH students are able to achieve confidence. Therefore, parents of such students should take the first step towards learning sign language in order to be effective in communication, hence capable of motivating their children. DHH students are affected by the challenge of achievements academically; however, graphic novels among other learning approaches have proved to be efficient in communicating to DHH students. Students who are deaf or hard of hearing may encounter challenging issues that they cannot address because of the nature of their disability.