A Response to Hall: bilingualism in deaf education explored     

John F. Paterson  Deslea Konza 《International Journal of Disability, Development & Education》1997,44(1):67-74

This paper is a response to an article by Winnifred Hall which appeared in Volume 42:1, 17‐31 of this journal. Hall raised a number of significant issues in the education of Deaf students, and called for greater recognition of educational programs which take into account cultural factors relevant to the Deaf community, and which utilise native sign languages in programs aimed at developing language proficiency. Hall recognises the importance of effective written language skills for Deaf people if they are to function in the wider community, skills which have not been well developed in the past, and she calls for new approaches to teaching written language to Deaf children. The authors of this paper, while supporting the views of Hall, do not believe she takes sufficient account of the difficulties associated with affording both English and native sign languages equal prominence in a classroom, nor does she recognise the importance of beginning instruction in English before the secondary school years. This paper develops further some of the notions put forward by Hall, and highlights current efforts to implement culturally sympathetic programs for young Deaf children, with particular reference to the Thomas Pattison School in New South Wales, Australia.  相似文献   

In‐school Experience Designed to Meet Individual Needs     

Deslea Konza  Malcolm Harris 《Asia-Pacific Journal of Teacher Education》1994,22(2):207-215

Current policies at both the state and national levels emphasise the need for increased attention to teaching children with special needs and more extensive school‐based experience in teacher education courses. This paper reports an in‐school experience which was an integral part of an on‐campus subject that focused upon teaching children with special needs. It also addressed a range of issues currently of concern in pre‐service teacher education, including the nature of the in‐school experience, managing the needs of children with learning difficulties in an integrated classroom, overcoming the socialising effect of block practice teaching, reinforcing the relevance of campus‐based subjects, maintaining a balance between the formal teaching expectations and the nurturing roles of teachers, providing teacher educators with recent and relevant in‐school experience, and producing reflective teachers with an understanding and appreciation of the ‘art’ and the ‘science’ of teaching.  相似文献