A Bold Step: Changing the Curriculum for Culturally Deaf and Hard of Hearing Students
Rachel E. Stone
Western Maryland College
I found out that I was not alone in my dream. My dream was that culturally deaf and hard of hearing people would go to a school with the curriculum supporting their experiences. I believe I had that dream when I was very young while attending a residential school with deaf students. Most of my learning experience was hearing-oriented, and the books we used were Eurocentric in nature. We read and studied everything about hearing people. The Wright brothers, wars, Presidents of the United States, inventions, etc. Everything was about people who were hearing. Nothing about deaf people. During the elementary years, I never had a teacher who was a role model. In my secondary years, I had a few instructors whom I considered my role models, and they were deaf just like me. Each time my classmates and I came into the classroom with deaf instructors, we would try to convince them to tell us their stories and avoid at all costs to study the subject we were supposed to learn unless the story was relevant to the course being taught. The classroom turned into a dream for us.
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Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information:
Book title: The Deaf Child in the Family and at School:Essays in Honor of Kathryn P. Meadow-Orlans.
Contributors: Patricia Elizabeth Spencer - Editor, Carol J. Erting - Editor, Marc Marschark - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 2000.
Page number: 229.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.
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