7. What aspects should be addressed in the curriculum of these students?
According to Barbara MacNeil (1990), the following elements should be incorporated in the curriculum of d/Deaf Hispanic children:
-Content in d/Deaf awareness
- Historical perspective on deaf individuals and their contributions to society
- -Helps students identify with role models
-Studies of the studentís home cultures
- Unique histories, special celebrations, customs, and key individuals
- -Enhances self-esteem and brings recognition and value to their heritage
-Living skills classes
- Address drug and alcohol abuse, sex education, personal problem-solving, and communication
-Vocational education & business partnerships
- Include on-the-job training so that immediate relevance is evident to the student
Applications of Information
Given the new reality of ethnically diverse deaf students throughout schools of the U.S., it is essential to create multicultural consciousness in all aspects of the curriculum. We must encourage children to appreciate, respect, and celebrate differences among individuals. However, this sensitivity towards others will only be reached if the environment of the classroom and the content of the curriculum are both culturally responsive and inclusive.
Brubaker, N., & Watson, S. (1996). Immigrant deaf children in American elementary schools: Tips for getting started. Retrieved May 11, 1998 from the World Wide Web: http://www.gallaudet.edu:80/~11nbruba/deafimmigrant.html
-Provides a list of tips and resources for introducing multiculturalism as part of the daily events in an elementary classroom. It describes the arrival of a new deaf student from a Spanish-speaking country and activities to help make him feel comfortable.
Yap, J., & Dickson, M. (1996). Teaching about Hispanic culture: Ideas and suggestions for high school teachers of the deaf and hard-of-hearing. Retrieved May 11, 1998 from the World Wide Web: http://www.gallaudet.edu/~11jyap/start.html
-Offers activities, lesson plans, and resources for teachers of deaf Hispanic students who are working at the secondary level. Categories include: musical free write, language association, history, cooking, famous people, movies, and books. This site also provides a list of tips for working with families and teaching about Hispanic deafness.
MacNeil, B. (1990). Educational needs for multicultural hearing-impaired students in the public school system. American Annals of the Deaf, 135 (2), 75-82.
Sass-Lehrer, M., Gerner de Garcia, B., & Rovins, M. (1995). Creating a multicultural school climate for deaf children and their families. Perspectives, 14 (1), 2-7.