Counseling Deaf and Blind Students in an Inclusion

Setting

By Jennifer Buch & Cody Hoyt

Deaf Statistics

54 million disabled Americans (U.S. Civil Rights Commission, 1998)

28 million - 52% - identified as deaf/hard-of-hearing (1998)

Deaf/hard-of-hearing comprise the largest chronic physical disability group in the U.S.

Deaf Statistics cont.

25% of deaf students leave high school reading below the second grade level (receive private services after high school)

45% read between the second- and fourth-grade level (receive VR services after high school)

30% read between grades four and twelve and are considered candidates for college (Most services available today are focused on this group)

Inclusion

Before 1975, 80% of deaf students were being served in special schools

Since the passage of PL 94-142 - the Education of All Handicapped Children Act- more than 75% of deaf students are being educated in the public schools (1996)

Point to Consider

It is not enough to just be able to communicate with Deaf clients and students; it is essential that counselors understand and accept the social and cultural considerations that the Deaf bring into a counseling setting.

Kinds of Deaf

Culturally Deaf

Late-deafened

Hard of hearing

These issues manifest themselves in the communication method and psychological identity of the individual, the relationship to family and the broader community

Critical Areas for Consideration

Education – issues with placement

Family – less than 2% of hearing families will learn ASL; families often feel overwhelmed

Rehabilitation – VR services

Environment – society stereotypes, exclusion from the deaf community and hearing community

Point to Consider

Schools provide little to no orientation to deafness for the hearing children, the hearing teachers, and the deaf children

Issues for Deaf Students Feelings of loneliness and isolation

Relying on teachers and deaf peers rather than on hearing peers for socialization

Struggle to gain acceptance

Difficulty with decision-making

Poor self -esteem

Fostering Self-Esteem & Acceptance in Deaf Students

Security – a feeling of strong assuredness

Selfhood – a feeling of individuality

Affiliation – a feeling of belonging, acceptance, or relatedness in relationships that are considered important

Mission – a feeling of purpose and motivation in life

Competence – a feeling of success and accomplishment in things regarded as important or valuable

SecurityA feeling of strong assuredness. Involves feeling comfortable and safe; knowing

what is expected; being able to depend on individuals and situations; and comprehending rules and limits.

build a trusting relationship

set reasonable limits and rules that are consistently enforced

create a positive and caring environment

SelfhoodA feeling of individuality. Acquiring self-knowledge, which includes an accurate

and realistic self-description in terms of roles, attributes, and physical characteristics.

reinforce more accurate self-descriptions

provide opportunities to discover major sources of influence on the self

build an awareness of unique qualities

enhance ability to identify and express emotions and attitudes

AffiliationA feeling of belonging, acceptance, or relatedness in relationships that are

considered important. Feeling approved of, appreciated, and respected by others.

promote inclusion and acceptance within the group

provide opportunities to discover the interests, capabilities, and backgrounds of others

increase awareness of and skills in friendship making

encourage peer approval and support.

MissionA feeling of purpose and motivation in life. Self-empowerment through setting

realistic and achievable goals and being willing to take responsibility for the consequences of one’s decisions.

enhance ability to make decisions, seek alternatives and identify consequences

aid in charting present and past academic and behavioral performance

teach the steps to successful goal-setting.

CompetenceA feeling of success and accomplishment in things regarded as important or

valued. Aware of strengths and able to accept weaknesses.

provide opportunities to increase awareness of

individual competencies and strengths

teach how to record and evaluate progress

provide feedback on how to accept weaknesses and profit from mistakes

teach the importance of self-praise for accomplishments.

Blind Facts Legally blind-  20/200 eyesight  90 percent US pop is in some way visually

impaired  Another word "Low Vision“ Fewer than 1/3 visually impaired are in labor

force Increase the use of "School to Work Act of 1994"

Program helping transition of blind students to be able to enter the work force. 

45% of individuals  with visual impairments have HS diploma compared to 80 percent sighted

Blind Facts cont.

Visually impaired students are often not encouraged to attend higher education, we need to change that. Most campuses will help with their services, but they need to know this. Blind students can often feel isolated, teach other students about being visually impaired so they are aware and may understand each other more. Parents may not know what to do with them, so they may feel isolated from families.

Accommodations for the Blind Preferential Seating  Exams- Adaptive Tech, reader scribe, extra

time, large print, closed circuit TV, Braille, tapes  Orientation to classroom, show layout, same

with school  Use descriptive language, avoid "look at this"  Realize that they depend on their hearing, but

they are not deaf!  Assign a buddy to help with transitions in school

building.   Large print books  Tape classroom lectures

References Dew, D.W. (1999). Serving individuals who are low-functioning deaf.

Washington DC.: Rehabilitation Services Administration. (ERIC Document Reproduction Services No. ED447639)

Easterbrooks, S.R. (1998). Adapting the regular classroom for students who are deaf/hard of hearing. Minneapolis, MN: Council for Exceptional Children. (ERIC Document

Reproduction Services No. ED418542)

Hard of hearing and deaf students: A resource guide to support classroom teachers. (1994). British Columbia Department

of Education, Skills, and Training, Victoria. (ERIC Document Reproduction Services No. ED414711)

References cont. Johnson, R.C. & Cohen, O.P. (1994) Implications and

complications for deaf students of the full inclusion movement. Washington DC.: Gallaudet Research Institution. (ERIC Document Reproduction Services No. ED380917)

Nowell, R, & Innes, J. (1997). Educating children who are deaf or hard of hearing: Inclusion. Eric Digests, E557. (ERIC Document Reproduction Services No. ED414675)

Santa Rita, E. (1998). Counselors as esteem builders. (ERIC Document Reproduction Services No. ED418765)

References cont. Zieziula, F.R. & Harris, G. (1998) National survey of

school counselors working with deaf and hard of hearing children: Two decades later. American Annals of the Deaf. Retrieved June 6, 2005, from http://www.findarticles.com.