How Does Common Core Work for Children who are Deaf and Hard of Hearing - Assignment Example

 Introduction The essay will define and provide a brief background for common core standards and relate it to how it works for the deaf and hard of hearing students. Additionally, it will examine the role that parents and teachers play in the implementation of the core standards. In turn the explanation will help to form a formidable conclusion as to how the common core standards work for children who are deaf and hard of hearing. According to PN2 Research Brief (2014, p.1, line.1-4), state that, the Common Core Standards are the education regulations that ensure that the high school graduates are well equipped for better performance in future lives, work and college. Before the Common Core Standards came in place, each state had its own standards. The standards varied considerably in the areas of focus and content hence leading to different learning outcomes. As such, there was a need to formulate a common national standard for learning by which states could make tailored changes that meet their priority (PN2 Research Brief, 2014, p.1, paragraph.2). Individuals without hearing loss acquire 80% of their information through accidental means. However, the figures for those who are deaf and hard of hearing is lower due to the fact that hearing loss interrupts the path of information from the teacher to the student. Consequently there is need for specialized training for teachers of students who are deaf or are hard of hearing so as to address the needs of these students (Gunderson, 2013, page.2 paragraph.3, line.3-6). It states that transitions from school to the real world environment are a real challenge for students who are deaf and hard of hearing. Therefore, Gunderson (2013, column.4 line.1-3) claims that the Common Core State Standards have been expanded to incorporate eight fields which are, audiology, family education, functional skills for success in education, communication, technology, self-determination and advocacy, and career education. According to Gunderson (2013, p.3, paragraph.6, line.1), the Common Core State Standards should empower the students and help them in understanding their current predicaments through audiology. This is one method of early intervention and will help them to understand themselves at an early age. Family education is a crucial component of the Common Core Standards. The families of deaf and hard hearing children may be faced with numerous challenges such as acceptance, educational services, language to use and mode of communication. These challenges have a direct correlation with the success rates of the pupils. As such, the standards have focused on the families of the deaf and hard of hearing students in offering support services. For instance, Gunderson (2013, paragraph.1, line.1-4) propose that the families of deaf and hard of hearing students should learn sign language for efficient communication. Functional skills are necessary in the success of students. Students who have acquired the art of effective note taking and obtaining information from credible sources are more likely to prosper in future. As such, the Common Core Curriculum emphasizes on how teachers of the deaf and hard to hear students can maximize on the information they acquire through learning. This is made possible through the use of schedule and event planners as well as timetables. The skills of self-determination and advocacy are crucial for the modern world survival. As a result, the Common Core standards have included advocacy and self-determination as part of the schooling curriculum for the deaf and hard of hearing. This is necessary as students will assertively address their needs. He notes that there is a greater need for the deaf to be able to learn about the Deaf Culture and the laws that protect their rights such as the Disabilities Act. According to Dolman (2013, p.24 column.3, line.9-11), the standards have increased the rigor of learning on both the students and the teachers. The three main changes that have included in the standards are: greater emphasis on informational texts rather than fiction, closer reading of the text and learning academic vocabulary. Dolman notes that a fifth grader student should be able to explain how an author uses reason and identify the points that support his reasoning. This cannot be made possible if too much emphasis is laid on the fictional books. In addition, the teacher should implement the close text reading. In this method of reading, the deaf and hard to hear students will be able to examine a text critically and determine the themes, meaning of words in the contexts used and arguments of an author. Teachers will be useful in facilitating these standards especially through the use of review questions. Dolman states that the Common Core Standards incorporate the use of support systems. These include enlargement of texts, enabling children to demonstrate their understanding of vocabularies through playing of game and modification of how materials are presented. Other differing opinions as to how the Common Core State Standards work include those of Sheinker (2010), Morrow, Wixson & Shanahan (2013) and (PN2 Research Brief (2014) notes that the Common Core State Standards for the deaf have increased emphasis on analytical and researching skills, career readiness, parental involvement and English grammar as a means of communication. The standards do not instruct how the teachers should teach. Rather they focus on what the students are expected to cover. As such, CCSS proposes that the standards be complemented with a content-filled curriculum so that the learners can benefit as much as possible. Additionally, the standards do not exhaust all the topics that need to be taught. It serves the purpose of describing what essentially should be taught. Sheinker (2010, p.2, line 1) notes that the major dilemma that faces the assessment of CCSS in students is the inclusion of many standards at once. A thorough and compressive assessment should include formative, interim, through course and summative assessments. The inclusion of multiple assessment methods provides for increased rigor and viability of the use of Common Core Standards. Conclusion The Common Core Standards have been vital in providing for methods on improving the learning outcomes of the deaf and hard of hearing students all in a bid to prepare them for their future lives. This is evident through lessons included in the standards. Among the influential topics are reading critically, advocacy and self-determination, self-awareness, technology, career education, and skills for academic success among other topics. The standards have helped in providing solutions and better practices on how teachers should engage with their deaf student. Through support services from the parents and the teaching fraternity, students who are deaf or hard of hearing will be able to fend off for themselves by instilling principles of self-esteem, research, and proper means of communication. However, the efficiency of the Common Core Standards relies how well it is integrated with the regular schooling curriculum. As such, there is need to monitor the progress and effectiveness of the standards. The monitoring process will ensure that the standards produce the best results hence causing a positive impact on the students who are either deaf or hard of hearing. Indeed, the Common Core State Standards have encompassed parties that provide a supporting role to the deaf and hard of hearing students. The summation of these efforts will undoubtedly result in students who are well-prepared to face the life ahead. References Dolman, D. (2013). The Common Core Standards: Why They Matter to Teachers and Parents of Children with Hearing Loss. University of Southern Mississippi. Pp24-27 Morrow, L. M., Wixson, K. K., & Shanahan, T. (2013). Teaching with the common core standards for English language arts, grades 3-5. New York, NY: Guilford Press. Gunderson, M. (2013). Expanded Core Curriculum for Students Who Are Deaf or Hard of Hearing. Bureau of Student Family Support Services. PN2 Research Brief. (2014). The Common Core State Standards: Considerations for Teachers of Students who are Deaf or Hard-of-Hearing. Sheinker, J. (2010). Assessing the Common Core: Comprehensive Assessment Systems and Students with Disabilities. Menlo Park, CA: SRI International. Read More