Inclusive and Special Education - Essay Example

? Education is the most important thing in the world as of the current times. There is no single person who can live without education today. All employers require people to have at least some basic education. The people with disabilities have also come to appreciate this fact and are going to school. However, they face numerous challenges in their quest for their education making it a challenging but worthwhile venture. The deaf people are some of the most affected in this case. They have many challenges fitting into the mainstream education system. Communication with others is an issue in addition to stigmatization, lack of support and funding from the governments. However, there are calls to improve the deaf education by addressing the various challenges deaf children and young people come across. Schools, governments and the society have working towards better deaf education in most countries. The deaf education has been improving over the years, but the challenges are still there for deaf children and young adults in their quest for education, and only time will tell whether the current calls for more improvement and addressing challenges will be successful in making their education even better. The deaf education can be credited to an Italian physician, Geronimo Cardano who was born in the 16th century in Milan Italy. Geronimo claimed that the deaf were as smart as the hearing people only that they could not communicate with the others. He proposed that the deaf be taught just like the hearing people. Rather than normal communication, Geronimo proposed that the deaf be taught to use symbols and signs as a way of communicating their feelings to the others. This proposal was well taken by Juan Pablo de Bonet who created the first ever sign language book in 1620. This made the deaf education to spread fast across France leading to the establishment of the first deaf education school by Charles Michel de L’Eppe. Deaf students were not charged anything and were taught how to use gestures and finger spelling as a way of communicating to the other people (Flora, 2007, Butterworth, 1995). Deaf education started to be appreciated and started spreading to other parts of the world. Deaf schools were started in The United States of America. This led to the development of the American Sign Language which is the most comprehensive sign language. Deaf people continued to be taught how to communicate to the rest of the society using this sign language. This has continued to the current times. School, colleges, experts and government alike have started appreciating that deaf education is important to the people with hearing problems. Parents with deaf children are advised to take their children to these special schools (Winzer and Mazurek, 2000). Though deaf education is yet to be like main stream education, at least there are some improvements. There have been significant events in history that have really impacted the deaf education. They are; Abraham Lincoln signing in to law the enabling act which was meant to improve education of the deaf. This was followed by the opening of the National College for the deaf and dumb in 1864. The invention of the electrical hearing aid in 1892 to allow the deaf to communicate with the other people in the society, phone for the deaf invented in 1964 and the signing of the disabilities act into law which was meant to ensure that the disabled have right to education, employment and equality (Rotatori, Obiakor and Bakken, 2011). Lack of enough funding for deaf education is the great threat to the deaf people. A cross check in several countries shows that deaf schools are closing. According to the National Association of the deaf, most states in the United States are cutting funding for deaf education. Most of the national and state governments across the world are focusing on cutting their expenses. They are removing what they deem not necessary as the world has been a recession. Deaf education programs are some of the items that are not a priority for most governments. The funding to the deaf schools has been decreased drastically in the last few years. This has led to closure of tens of schools in the United States alone. In addition, there are about twenty schools that are facing closure in the different parts of the United States this year (National Association of the deaf, 2011). Lack of enough funding for the deaf schools has a negative impact on the deaf. Most of the deaf children and young adults are dependent on these schools. These are the only places they can learn comfortably and understand what they are being taught. The closure of deaf schools has made the students to look for alternative places to learn. They are enrolled in mainstream public schools. Though some of these schools may have deaf programs, it is a great challenge to the deaf students to cope there. The deaf students have to come head on with communication barriers in the mainstream schools. Usually, there are only a few deaf students enrolled in mainstream schools. As such, they have no option but to interact with the hearing children at the class level. Most deaf students cannot be able to express themselves in any other way other than sign language. At the same time, the other students rarely understand the sign language. This creates a great communication barrier frustrating the deaf students. Most of them stop communicating with the others and they do not understand what is taught in the respective classes, leading to poor performance and more frustration (Marschark and Spencer, 2005). In addition to that, the deaf students have to be discriminated against at class, school, societal and national levels. For decades and centuries, people with any form of disability are deemed weak compared to the normal people. This theory has passed through many generations and the current times are not any different. Deaf students in mainstream schools are deemed inferior by the other students at class level. No normal students would like to associate themselves with the deaf students. They do not get friends and if there are not many deaf students, which are usually the case, the deaf students have to stay in isolation. This is not only likely to affect their social life but also their education performance. These two factors influence the deaf students negatively and they may be frustrated to the point of not continuing with the education. In fact, the number of deaf students has been decreasing over the years. Currently, only about ten percent of the deaf are learned and have access to education facilities. Lack of funding that leads to barriers and stigmatization is likely to frustrate more students and the number of deaf learners will decline further (Fishbein, 2002). Some experts are concerned that deaf children and young adults who attend mainstream schools are at risk of some things. An article by a Guardian contributor Charles Swinbourne indicates that most of the deaf people do not get enough sex education. Only about 35% of the deaf get access to sexual education whereas the others, more than 65% get access to sexual education. This puts them at risk of sexually transmitted diseases like HIV, Gonorrhea, Syphilis and unwanted pregnancies. All this was because of communication barriers (Swinbourne, 2012). In most countries, there are few professionals who are capable of training the deaf children well. Deaf education has not been common in most parts of the world. As such, most people taking education courses do not find it necessary to take the sign language. With the increase in population, the number of deaf people also increases and since there are few people interested in these kinds of jobs, demand for deaf education becomes high while there are no trainers and teachers. This has contributed to the low number of professionals who can train the deaf properly and accordingly. One teacher or trainer would be forced to train several fold number they are supposed to teach (Brinkley, 2011). The deaf are usually discriminated against by the other people. In this case, most people do not like being associated with the deaf. Even those who have the chance of helping the deaf, they avoid learning the sign language to be teachers or instructors for the deaf. They usually think that their friends and families would wonder why they took such courses. Such people avoid taking the deaf teaching courses on this principle rather than keep explaining to their inner circles why they would like to teach the deaf. This has also played a role in low number of professionals who can train (Ladd, 2003). The only solution for the deaf students is to access the mainstream schools. Life for them there is not easy as the hearing children and youth do not know exactly how to accommodate them. Tension between the hearing children and youth and the deaf may develop. This scenario is likely to affect the deaf children and youth more compared to the hearing. Their performance in their education is affected and they may even give up school all together. The current teachers and trainers are mostly normal people who have taken deaf teaching and training courses. Since they are able to communicate orally to other people, they are likely to not pay a lot of attention when they are being trained. Such students cannot capture a lot of the skills trained and would not deliver. Even if the normal hearing people were to train perfectly well, they may not be able to deliver well to the deaf. They may not understand how it feels to be deaf and the frustrations encountered with this condition. Deaf education experts claim that the only solution would to have deaf teachers training the deaf children and young adults. They are likely to make the students feel normal increasing their self esteem and confidence which would have a positive impact on their performance (Holcomb, 2013). There are consistent claim by the parents and deaf experts that the current teachers are not well trained. Courses on deaf education offered are not very comprehensive according to them. As such, they would teach the deaf children and young people leaving out some of the most important and crucial things. This makes it a challenge for the deaf to communicate with other deaf people and understand how some things and concepts in life work or function. Good training and teaching performance for the deaf children and young adults under these conditions would just be an illusion. The implication of these facts is well depicted in the article by Charles Swinbourne. His article claims that a deaf woman thought that taking family planning pills prevents everything including pregnancy and sexually transmitted diseases. Another teenager who had been raped previously claimed that men used to come to her for sex. She did not know that it was wrong and she always obliged. Men sleeping with her were likely not to use protection and with her lack of know how, she could end up with a pregnancy or sexually transmitted diseases. As a sexual trainer in that article he claims that the few people who have volunteered to train the deaf lacked enough sign language skills to convey the right message (Swinbourne, 2012). Although there are claims by most governments that they are committed to deaf education, deaf education experts claim that there are no appropriate programs for the deaf. The curriculum for deaf education is very different from the hearing one. It leaves out a lot of information which is critical for the survival of the deaf student after school. Deaf schools that offer better programs in deaf education are not around the corner. Students would have to take a bus to get to such schools. If that is not the case, they would have to be boarders which come with other additional challenges. In addition to that, the governmental organisations fail to recognize that deaf children and students are different from the rest. As such, they would require different learning materials to be close to the hearing children and students if not equal. The World Federation of the Deaf proposes to the government to introduce visual learning materials for the deaf students. This organisation claims that the deaf learn much better. These important materials and resources are rarely provided by most governments making it a challenge for the deaf to learn well (World Federation of the Deaf, 2006). The various parties involved in deaf education do not see each other eye to eye. Each of the parties has their won perspective and viewpoint on how the deaf education should be offered. The government has its own version, the parents have their own versions and the deaf education experts have their own version. Children and the deaf student also have their specific propositions on how they can be taught for the better. The many propositions and ideas have never been discussed by all the parties together as that would have been the best thing to do to come up with a workable and sustainable plan. The government which is a key part in deaf education has been going behind the backs of the other parties to make sole decisions. For example, the state governments of most American states and other countries governments have been on campaigns to reduce their respective budgets. The deaf education budget was one, which the funding was decreased. These governments did not bother to share their thoughts and propositions with other deaf education stakesholders, Parents and deaf education experts in this case. The other stake holders feel left out and the students who are the greatest beneficiaries lose. Most of the deaf people are unable to access education. Those that may try give up along the way because of the numerous challenges. They remain uneducated in which case they are termed illiterate. In fact, literacy levels of the deaf is way below compared to the non-deaf population. Statistics show that more than 70% of the deaf people are deemed illiterate. The number becomes higher as most deaf parents with deaf children prefer to have their children stay at home. They try to protect them from the frustrations the deaf experience in the schools and colleges today increasing the illiteracy rate (Bauman, 2008). In the current age and time, employment is based on educational credentials. Most employers nowadays look for college and university graduates. As most of the deaf people are not learned, they are not likely to find any jobs. The unemployment rate for the deaf in the United States and Canada is over 90% and over 75% in other developed countries. For the employed, more than two thirds of them are underemployed with low earnings below the wage guide level. Basing on that these are developed countries that have relatively better human rights conditions, then the rate in the emerging and third world countries is much higher. The deaf who are employed are paid lower compared to the hearing population (Pray, 2004). Public schools have a responsibility of ensuring that the deaf integrate perfectly well in to the mainstreat schools. There are numbr of things the schools can do. One, is to invest in visual systems and other accessories that would be used by the deaf for learning. They should ensure that the deaf have access to these learning systems (Hunt and Lasley, 2010). Second, the schools should invest in sign language trainers to train the other students and teachers. The success of this strategy would be determined by the teachers; and school administration on deafness. They have to understand that the deaf are deemed weak by the society and other children. Teachers and school administration should focus on leatting the other children know that the deaf are just like any other person and can do whatever other people do. This would be important in letting the other children and the society to appreciate the deaf thereby reducing tigmitization and encouraging interaction between the deaf and other children. This can boost the self esteem of the deaf students improving their learning and performance in their examinations (Hunt and Lasley, 2010). Thirdly, schools can invest in networking system for the deaf students to learn comfortably. This can involve installation of internet and provision of computers or hand held devices that can be used to learning. In this case, the students would be provided with website addresses where they can access all information on deaf education.That combined with the teachers efforts can improve their learning capabilities. Schools can also advocate for the rights of the deaf children. Schools are better placed to fight for the education rights of the deaf. This should involve calls for reforms in the deaf education system, improvement of the deaf education caricullum and funding of the various deaf schools and institutions. The schools can make an impact on the deaf education this way as long as they have a strategy and plan (Hunt and Lasley, 2010). The governments of the different countries can play an important role in deaf education. The government has the resources and is capable of funding deaf education well. Just like the way the normal hearing children are given grants and loans, the government should extend the same to the deaf learners in colleges. At the same time, funding for debt education should be increased. Increasing funding will make it possible to develop deaf specific schools and institutions in many places making it easy for the needy children and youth to access the institutions faster. More teachers and trainers would be employed to train improving the deaf education. They would feel comfortable and at ease making their learning better thus improvement in their performance. It is encouraging that governments across the world have stated that they are committed to ensure deaf education is improved. However, they should step outside the box and ensure that this promise is honored. Education experts believe that the government commitment to deaf education can only be ascertained by reforms in the current education policies and introduction of new policies regarding the same. Although there are policies on deaf education at the moment, they are not followed completely in addition to sabotage by some high ranking officials (Tremain, 2005). Non Governmental organisations are by far the most active in the quest to ensure that the deaf get access to education. The organisations are formed by either the deaf or the hearing people. There are people in the world whose work is to fight for those who cannot fight on their own. There are non governmental organisations promoting the need for deaf education across the world. They are region, country or international specific. Non-governmental organisations fighting for deaf education do so through several ways. One, they have established awareness campaigns through which they indicate the importance of deaf education. These campaigns are done physically in different countries. They are organized and people conversant with deaf education as well as the general public are invited. Those attending are taught about deafness, what the deaf can do and what they cannot do and how the society can improve their lives. The campaigns are also done through the internet nowadays. People who are not able to attend can access the information from anywhere (International Federation of Oto-Rhino Larynological Societies, 2013). Secondly, these organisations are also raising money to put deaf children and youth through school. They get them to schools that offer deaf education and cater for the fees and other necessities including accommodation. Since they understand the deaf better, the provisions are provided in such a way that the deaf children and youth are more comfortable learning and training. There are some non governmental organisations related to deaf education that have gone to the extent of constructing and building facilities specifically for the deaf. They include schools, libraries and networking centres for the deaf. Other organisations have been providing medical and treatment services for those with deaf conditions that can be treated (International Federation of Oto-Rhino Larynological Societies, 2013). The society has the responsibility of ensuring that the deaf people in the society are accepted. Awareness campaigns to understand deafness and the impact of education on the deaf should be done from time to time. After all, every person can be deaf as long as there are factors that can lead to the condition. The society authorities and experts can also go to the extent of getting people trained the sign language. The society’s understanding this would assist in making the deaf feel loved and cared for. Communication between the deaf and the hearing people in the society would be enhanced. The deaf would be able to express themselves fully, reducing frustrations at the societal and school level improving their performance. The various societies in every jurisdiction can also introduce programs that would for the deaf. They can be advised, taught on the societal values and other things that would be of importance to them. Since schools are at the societal levels, the societies can ensure that there are more teachers and trainers on deaf education. Cooperation and coordination among the hearing and the deaf can also be ensured at this level. This would play a critical role in improving the confidence and self esteem of the deaf in the society. They would also be able to contribute positively to the society. After all, there are human beings and have talents that can influence the society (Swanwick, 2012). The space age device, the internet which can be used for practically anything can also be used to facilitate deaf education. Experts believe that the internet can be used by the deaf who do not go to school or those that have problems learning in especially mainstream schools. In this case, teachers and trainers can upload visual materials on the internet and provide a web based address to the students to access them. This would make things easy and comfortable for the students. They can learn from anywhere and do not have to incur unnecessary costs in the pursuit of education. Mainstream schools that have deaf students should consider this approach. They can hire experienced sign language experts, agree with and record their conversations on different topics for the deaf students (Abbot, 2002). Parents and the various societies can also take control to provide computers and the necessary visual materials for the deaf students to learn. This is a cheap yet comprehensive and ingenious way of ensuring the deaf get access to education. Coordination among the societies, parents, governments, schools and learning institutions and the students can come up with methods of ensuring the deaf students are tested on what they have learned through the internet. They should be provided with credentials upon completion depending on their performance to ensure that they can get employment later in their life (Vrasidas, Zembylas and Glass, 2009). Education is the most important process in the world. While many people access education without a hitch, others wish they never study. The deaf have been frustrated by the education system in the world today. There are many challenges Deaf education is facing but can be addressed by coordination among all the parties included and provision of the resources needed. Ensuring the deaf have equal access to education has great impact in the society, more than most hearing people would think. Societies and governments should try fostering more change in this to see the positive influences that come with it. Bibliography Abbot, C. (2002) Special Educational Needs and the Internet: Issues for the Inclusive Classroom. London: Routledge Falmer. Bauman, H. (2008) Open Your Eyes: Deaf Studies Talking. Minneapolis: U of Minnesota press. Brinkley, D. (2011) Supporting Deaf Children and Young People: Strategies for Intervention, Inclusion and Improvement. London: Continuum Publishing. Butterworth, R. 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