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From: Jay.Croft@p0.f147.n109.z1.fidonet.org (Jay Croft)
Newsgroups: misc.handicap
Subject: Re: Multiple Uses Of Sign
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Date: 28 Feb 91 16:12:15 GMT
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Index Number: 13765

[This is from the Silent Talk Conference]

I stand by my statements.

Look in the directory issue of THE AMERICAN ANNALS OF THE DEAF.  It
lists most of the programs for deaf children in the USA.  The listings
also show the number of deaf staff people.  Work out the mathematics for
yourself.

Your response to my statement, "The education of deaf children is
largely in the hands of people who have never been deaf one day in their
lives and never will be," is completely irrelevant.  Investigate for
yourself the percentage of teachers and staff in school programs for
deaf children, who are themselves deaf.

I have no idea why you brought up the subject of people who become deaf
later in life, in regard to education programs.

"Mainstreaming" classes have so many things wrong with them, both
conceptually and educationally, that Dr. Mary Malzkuhn, professor of
government at Gallaudet University, has suggested that they are a
violation of the 8th amendment of the US Constitution.  The 8th
Amendments prohibits "cruel and unusual punishment."

Residential schools for deaf children (at least the better ones) work
hard to instill pride and self-esteem in their students.  The kids are
definitely not made to feel inferior.  They put on plays, they have
varsity sports teams which play against hearie schools, they probably
have more field trips than public schools do.  The teachers in
residential schools who themselves are deaf take particular
responsibility for helping deaf kids not only cope, but succeed in the
larger world.

The four student leaders who successfully guided the protest against a
hearie president of Gallaudet University are all from residential
schools, and all the offspring of deaf parents.  They don't feel
inferior.

Our educational system is definitely supposed to teach social skills.

Residential schools only for children "in dire necessity?"  Ho, ho, ho.

--
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