ERIC Number: ED439875
Record Type: RIE
Publication Date: 2000-Mar-10
Hispanic Deaf Students in Rural Education Settings: Complex Issues.
This paper reviews issues surrounding Hispanic students who are deaf or hard of hearing. Research indicates that Hispanic deaf and hard of hearing students generally have lower academic success than their deaf or hearing peers. In addition, they are more likely to drop out of school or be tracked into vocational programs and less likely to attend college. The most prominent characteristic of Hispanic deaf students is language option and choice. Language options include spoken English or Spanish, various sign languages, or an invented system of home signs. Cultural considerations are also important. Hispanics are family-oriented, mothers and fathers often follow traditional roles, and strong religious beliefs may influence family attitudes toward disabilities. Evaluation teams must collect sufficient data on the student's language use at home to ensure learning in school. The evaluation team should include family members, an audiologist, a speech-language pathologist, an ESL/bilingual teacher, a teacher of the deaf, a general educator, Spanish and sign language interpreters, and paraprofessionals. School personnel must encourage families to participate and take specific steps to avoid communication barriers and breakdowns. A comprehensive naturalistic assessment will provide a wealth of information for academic placement and social support. Rural school districts may pool resources to form a regional assessment team and regional learning centers. (Contains 19 references.) (SV)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families. Conference Proceedings (Alexandria, VA, March 16-18, 2000); see RC 022 337.