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"Lytle, Linda Risser"
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Turning the Tide
Both Gina A. Oliva and Linda Risser Lytle know what it is like to
be the only deaf student in a mainstream school. Though they became
successful educators, they recognize the need to research the same
isolation experienced by other deaf and hard of hearing persons. In
this way, they hope to improve education for current and future
deaf students. Their efforts have culminated in Turning the
Tide: Making Life Better for Deaf and Hard of Hearing
Schoolchildren . Turning the Tide presents a
qualitative study of deaf and hard of hearing students who attended
mainstream schools. The authors conducted three focus groups in
different regions in the country, enlisting six to eight
participants with diverse backgrounds for each session. They also
gathered information from 113 online respondents who answered the
same questions used in the focus groups. The respondents discussed
many issues, including the difficulties of finding friends and
social access, the struggle to establish an identity, the
challenges of K-12 interpreting and class placement, and the vast
potential of summer and weekend programs for deaf students. Their
empowering stories clearly demonstrate that no deaf or hard of
hearing student should be educated alone. The authors also elicited
comments on other changes that parents, advocates, and other allies
could work toward to improve further the educational environment of
deaf children.
eBook
Turning the Tide
Both Gina A. Oliva and Linda R. Lytle each know what it is like to be the only deaf student in a mainstream school. Though they became successful educators, they recognize the need to research the same isolation experienced by other deaf and hard of hearing persons. In this way, they hope to improve education for current and future deaf students. Their efforts have culminated in Turning the Tide: Making Life Better for Deaf and Hard of Hearing School Children. Turning the Tide presents a qualitative study of deaf and hard of hearing students who attended mainstream schools. The authors conducted three focus groups in different regions in the country, enlisting six to eight participants with diverse backgrounds for each session. They also gathered information from 113 online respondents who answered the same questions used in the focus groups. The respondents discussed many issues, including the difficulties of finding friends and social access, the struggle to establish an identity, the challenges of K‒12 interpreting and class placement, and the vast potential of summer and weekend programs for deaf students. Their empowering stories clearly demonstrate that no deaf or hard of hearing student should be educated alone. The authors elicited comments on other changes that parents, advocates, and other allies could work toward to improve further the educational environment of deaf children.
eBook
K–12 Interpreters and Other Placement Issues
With the implementation of the Education for all Handicapped Children law (P.L. 94142) in 1975, a new position was created: that of educational interpreter. Students with disabilities—including deaf and hard of hearing students—were to be educated in the “least restrictive environment (LRE)” and provided with a “free and appropriate education (FAPE).” Appropriate supports and accommodations for learning meant that deaf students needed to be provided with interpreters within their classrooms and/or the services of a teacher of the deaf, and/or a speech therapist, if it was so stipulated in their individualized educational programs (IEPs). Since 1975, federal policies,
Book Chapter
Friendships and Social Access
Think back to your school years. What comes first to mind? Is it the marvelous teacher you had in freshman lit or the thrill of learning trigonometry? We very much doubt it. More likely, your positive memories are about friendships you made or the teacher who always brought chocolate chip cookies in fourth grade. (Linda’s youngest daughter has a favorite memory about her first grade teacher allowing her students to rub her feet. How strange is that?) Our point is that we believe that when policy makers and educators focus solely on academic support and accommodations for deaf and hard
Book Chapter
Turning the Tide
It is so clear to us what needs to be done. We are not saying it will be easy, but we think it is clear. In this final chapter we offer broad recommendations for systemic change and specific recommendations for changes for families and schools that will impact positively on the lives of deaf and hard of hearing children and youth. Our focus, as it has been throughout this book, is on making life better for those who are alone in general education settings.
Many individuals (of various professional backgrounds, workplaces, and persuasions) are involved in supporting deaf and hard
Book Chapter
K–12 Interpreters and Mediated Education
To start our discussion on interpreting in the general education setting, we must begin by asking some basic questions about how deaf children learn. Given the linguistic deprivation deaf and hard of hearing children often experience, how can deaf and hard of hearing students who are not fluent language users use interpreters? Educators lack knowledge about how deaf children learn. How do they learn to read? And how do they learn indirectly through interpreters? There is so little research available to answer these important questions (although studies now being reported on visual language development give us hope). Yet deaf and
Book Chapter
The Struggle to Shape an Identity
Identity encompasses many aspects. One of its defining characteristics is that it includes both our past and present experiences, and the meanings we place on those experiences, as well as the future possibilities we see for ourselves. For example, adolescents ask themselves not only “Who am I?” but also “How will I fit into the world?” Identity includes our culture, our understanding about ourselves in terms of abilities, attitudes, and behaviors, and our spirituality. It includes our understanding of race, ethnicity, disability, age, and gender.
Another important aspect of identity is that it changes over time, and that in times
Book Chapter
Summer and Weekend Programs
In the preceding chapters, we have shared stories, facts, and ideas we have gleaned from focus groups, an online survey, conversations with various professionals (interpreters, interpreter trainers, teachers, consultants, government officials), and the latest relevant research, articles, books, and Web sites from those same professional groups. At this point, we turn attention to a piece of our vision for a better world for deaf and hard of hearing children.
Our vision includes an element that provides respite for the children from any isolation they may feel. We hope people will get moving on this element while simultaneously working for systemic
Book Chapter
Our Research Process
Storytelling is a powerful tool, and it is a particularly Deaf-friendly one. Many Deaf people have made storytelling a fine art and most, regardless of age, enjoy telling a good story—particularly stories about themselves. We feel these life stories are vitally important to shaping successful educational policies for current and future generations of deaf and hard of hearing children.
All people create stories that help make sense of their lives and understand themselves better, and these stories include both personal perspectives and the perspectives of others who are in one’s social world. Because schools are the largest social milieu
Book Chapter