Reframing: Quality Educational Options for the Deaf/Hard of Hearing SWCED San Antonio, TX July 23, 2014 Dr. Ronald J. Stern Aims of Today’s Presentation • Reaffirm/raise awareness • PL 194-142 • Current state • Discussion of critical frames of reference • Your buy-in and keen involvement Background Info • Brown v. Topeka Board (1954) o Segregation v. integration o Separate but not equal • State of special education • Education of All Handicapped Children Act 142) Individuals with Disabilities Education Act • Focus on the individual child … (1975: PL 94(1990) Law of Unintended Consequences • Incredibly potent law in life: good intentions gone awry • IDEA: diminishing focus on the “I” • Increasing mindset and practice: one size fits all Bioecological Theory of Human Development and Social Constructivism* • • • • • • Obsolete: Nature vs. Nurture; Genetics Vs. Environment Transformation: Genotypes to Phenotypes Brain & environment operate reciprocally & progressively Human beings - social and communal* Knowledge & learning- socially constructed* Interconnected structures in environment: micro-, meso-, exosystems Bioecological Theory of Human Development • Process-Person-Context-Time model of interactions • • • • • Quality Quantity Frequency Variety Length A cause for contemplation and discussion “All too often the deaf/hard of hearing child’s human potential is chipped away by the environment.” Kozol, 1991 “Schools are often a microcosm of inequalities that happen in society” Freire, 1970 Characteristics of a quality placement • • • • • • • Active learning High expectations Membership Autonomy and liberation Whole person development Communication: Direct vs. indirect Planned & incidental conversations and learning Child First’s indisputable yet elusive principles • Communication and language is a human and educational right • Language deprivation is disabling • Access to all interactions • Multiple pathways to language learning • Complete, accurate information for parents & family involvement • Instruction by qualified personnel • Educational progress monitoring • One size does not fit all Minimum standard for deaf child’s school placement & experience As typically, humanely experienced by hearing children/students Continuum of placements “Options are only options if they address all the fundamental principles” “General education curriculum is portable but access is not…” “Address opportunity gap before achievement gap” Contemplation and discussion “Deaf/hh children can achieve at comparable levels with the hearing not by ill-conceived attempts to minimize deafness but by recognizing they optimally develop language when they have full access.” Hehir, 2005 Cogswell & Macy Act (HR 4040) • • • • • Proper Counting Appropriately served Individual needs State and school accountability Qualified personnel • www.ceasd.org • Petition • Recruit and thank sponsors Child First and HR 4040 • Mindset • Our most important project ever – stakes have never been greater • The prize at the end of the day • Re-applying LRE • Empowering parents • Humanization of child: Integration and equality Our challenges: Some reality checks • Low number, low power • Exporting understanding – gap between lived & experienced realities • Counter-intuitive nature of being deaf Moving Forward: Our mindset The time has come for us to build bridges not walls and a common set of fundamental, critical, humane and scientific principles to bring on quality education of the deaf/hh child. Wrap Up • Tempus fugit: Time waits for no child • Recognize urgency and what is at stake: Identification and linkage of core, indisputable principles and values • Child First, Alice Cogswell and Sullivan-Macy Act (HR 4040): Sign on! Sources & Citations Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Freire, P. (1970). Pedagogy of the oppressed. Hehir, T. (2005). New directions in special education: Eliminating ableism in policy and practice. Kozol, J. (1991). Savage inequalities: Children in America’s schools.