# K-12 School Computer Networking/Chapter 25/Distance Learning as a Support for Deaf Students
## Distance Learning as a Support for Deaf Students
### Introduction

When most people recall how they sought clarification about a homework assignment when they got back from school, they remember asking an adult or sibling for help. But what happens when you do not speak the same language as your parents or siblings? This is the plight faced by many deaf children. It is estimated that 90% of deaf children are born to hearing parents and only a fraction of these parents will learn sign language. The native language for most deaf people is American Sign Language (ASL). ASL is a “complete, complex language that employs signs made with the hands and other movements, including facial expressions and postures of the body... it is a language completely separate from English. It contains all the fundamental features a language needs to function on its own--it has its own rules for grammar, punctuation, and sentence order.”
This complete language, however, is not provided to a majority of deaf children for various reasons. There is a common misconception that lip reading and residual hearing can provide a deaf person with enough information, yet only 25-30% of speech is able to read off the lips. The idea of learning a second language may seem overwhelming to parents who struggle to accept their child's deafness, although deaf schools offer free sign language classes for parents. These students, who enter school without language, miss the critical early years of language acquisition. Tests have shown that most 17- and 18-year-old deaf students read at a fourth grade level. So as language-less children enter school, it becomes the educator's job to not only teach subjects, but also provide these children with the ability to communicate. Needless to say, it is extremely difficult for educators to get their students on grade level.
Technological advancements may hold the promise of aiding teachers of the deaf as it has revolutionized the educational environment and given another platform for teachers to reach their students, and even the parents. Distance learning (DL), while highly prevalent throughout the secondary education setting, should be considered in the K-12 deaf education setting as a means of providing support for students who might not have, or do not know where, to access resources once the school day ends. As students in today's world are increasingly technologically savvy, teachers should capitalize on this important skill set to further educational goals. The Internet can seem a daunting world to navigate, for both parents and young students, but establishing a DL system can provide a safe and secure platform for access to resources and support.

### Why Distance Learning?

If extra support is needed, it could be argued that simply assigning more homework or having the students stay for tutoring can be instated as opposed to the time-consuming process of creating a DL platform.
Extra homework as a reinforcer does not address the issue that many times is the root of the problem- students are unable to ask questions or seek clarifications after the school day ends. It is reasonable to assume that many young children, regardless of the teacher's abilities, arrive home and forget certain aspects of the lesson. Even if they remember, the directions for the homework assignment may seem confusing if they have low reading skills. Merely giving them more homework can simply add to their confusion and does not effectively address the issue.
Aside from homework, tutoring may be suggested as a means of support. While this would be a wonderful way to address these issues, financial constraints may limit schools from implementing this strategy. As budgets are being cut across the board, schools may not be able to fund any after school tutoring programs, which require not only paying the teachers but also paying the bus companies for a late pick-up. Tutoring during the school day may also pose challenges. Young students may not react favorably to missing recess in order to receive more support, which can negatively impact any the tutoring session and their participation. In addition, the precedent established by Texas Gov. Rick Perry in 2007, which required schools to provide 30 minutes of unstructured free play, has caused school districts to view recess time as sacrosanct.
A DL platform, however, would provide students and parents the opportunity to access support to fit their needs. By providing the platform as a non-compulsory resource, since not all students may have the technology (although students should be strongly encouraged to familiarize themselves with what is offered) teachers will be able to provide the necessary assistance through a medium that many children are quick to want to use. For students without the necessary technology, use of the public library should be encouraged. In addition, many students may be confused but do not ask questions due to a feeling of embarrassment. DL can create a space for them to access information related to class material in a way that is more comfortable for them.
It must be noted that creating a DL platform would require extra work by the staff, especially during the start-up. To maximize the benefits the DL provides and eventually minimize the work for teachers, staff members can place the material they are using (videos, vlogs, website links, lessons etc.) on the school's server by subject. This would allow other teachers to access any information that may be pertinent for their lessons and include them on the DL site. The goal would be to establish a library of texts, videos and websites would be at the disposal of the staff to facilitate the DL process.
DL can provide flexibility and convenience for the students and can allow teachers to assess student's skills. By tracking which areas are most visited and assessing any practice material utilized, teachers can have a greater understanding of content area that needs to be reinforced during classroom education or if materials should be altered.

### Distance Learning Systems that Fit Your Needs

Depending on the age of the students and the issues to be address, there are multiple DL options. In a school setting, the greatest results can be gained when the staff and administration are on the same page. Ensuring that all participating classrooms use the same platform while individualizing their classroom sections, creates uniformity throughout the school and allows children to easy transition as they move up in the grades.
There are many different available options, but for deaf students, it would be essential to choose a platform that is easily accessed and is able to accommodate videos. The cost for the systems vary and even free services may require the use of a server, cost of installation or, if the school does not have a computer specialist employed, the cost of hiring one to set up the system. For information concerning the cost effectiveness of DL, please read Open Source Software in Schools. Some DL platforms that might be more conducive for deaf students are: Moodle.org, Edline.com, BlackBoard K-12, GoogleDocs, YouTube Channels, Wikis, Blogs and Vlogs.

### Applications in the K-12 Deaf Setting

Issues schools face today range from low literacy skills, inability for students to access resources and additional support, the lack of access to language outside of school, low parental involvement and limited school revenue. While not to say that a DL system is the cure all, it houses the potential to address and lessen these issues.
       Low Literacy Skills One of the greatest challenges a teacher will face in deaf education is addressing the lack of literacy skills in the students. Many of the students pantomimed for the first years of their life and acquiring a language to communicate is daunting. This is just the beginning however, as students must then learn how to read and write in an entirely different language- English. ASL and English have divergent grammatical features that can create confusion when learning them simultaneously. (For a complete explanation of the grammatical features of ASL and English) Despite these differences, ASL can be used to explain and teach English. Students, however, need reinforcements and continual exposure to written English as opposed to spoken English to make comprehension possible. Creating a DL system will allow the students to have extra practice with the nuances of English when they are home. Educators can create sections or links, depending on the system used, where students can find resources for the topics they struggle with (i.e. Tense, Parts of Speech). These resources can range anywhere from teacher created literacy games, to links for literacy based websites, (such as Scholastic). For older students, in addition to the game-like approach, they can use e-documents uploaded from a Word or Excel. E-documents can focus on particular content area and, upon completion, students can submit it for review. Google Docs can also provide a platform for students to create stories and experiment with language at their own pace. Submission to the teacher can then allow for a more individualized form of feedback. All these strategies are in written English, the source of the problem, but DL can also address this issue. Teachers can create videos containing an explanation of the grammatical features of English and content in ASL. It is with this capability that the major benefit of DL truly manifests itself. Students would now have access to not only resources but also resources provided in their first language outside of the school setting. Resources DL can be applied in the same manner for all content areas. Students can access the material at any time and the site can function as both a source of information and the student’s archives. As new material is learned in class, students can review past lessons or topics if they feel the need. This ability teaches them the importance of review and also provides independent ways for them to self-educate. The ability to research, even in the relative confines of a structured DL system, and identify areas of needed improvement are important skill sets for students to develop. DL can introduce them to the beginnings of self-assessment and research as students identify what material they need additional help in and begin to seek out the information. Language As discussed throughout, the lack of language students face is a serious challenge to their educational, not to mention their personal and physiological, development. Providing a space where students can access their first language is an invaluable asset that DL offers. Aside from videos with content related signs, teachers can include links to various ASL Vlog’s. This allows students to explore their language outside the realm of the school setting. Knowing the scope of ASL users throughout the country, different jobs obtained and success stories is important for young students. As a member of the minority in their homes and community, exposure to the Deaf community and Deaf culture has the potential to build self-esteem and outlook. Parental Involvement The role of parents in their child’s education is an essential aspect of a well-rounded education. This, however, is missing from most students’ lives. A clear and easy to use DL system may hold some ways to help involve parents. For many parents, they do not where or how to begin finding resources that could allow them to become more involved in their child's life. Parents can join their child as he/she views the ASL content videos on the DL site. This can provide parents with vocabulary and allow them to help explain or enumerate assignments for their children. While some basic language skills can be addressed, teachers should also use their DL system as a platform to help parents who may be confused or overwhelmed by how to best accommodate their child. By providing easy to access and concise information about Deaf events, interpreted events, deaf friendly doctors, and online resources relating to raising a deaf child etc, the educator can also teach the parent how to help give their son or daughter a rich and vibrant childhood.

### Conclusion

As the times continue to change, it is important that teachers capitalize on the technological developments that have and continue to expand. By implementing a DL system, educators can begin to ensure that no child will be left behind. The individualized support for students and their parents can foster a successful educational development through the use of extra resources, review material and (potentially) increased communication at home. DL also provides the ability for schools to address academic, language and parental issues that have yet to be solved the traditional way. While there can be varying ways in which to implement DL strategies, the concept can be a boon to deaf education. If educators are willing to put forth the effort required to launch a DL program, this method of teaching and providing support has the possibility to greatly improve students’ success.

### References

* ↑ Lane, H., Hoffmeister, R., Bahan, B. (1996). A Journey into the Deaf-World. California: Dawn Sign Press.
* ↑ National Institute on Deafness and Other Communication Disorders. American Sign Language. Retrieved from http://www.nidcd.nih.gov/health/hearing/asl.asp
* ↑ California State University Northridge. People with Disabilities in the Workplace. Retrieved from http://www.csun.edu/~sp20558/dis/deaf.html
* ↑ Gallaudet Research Institute. Literacy and Deaf Students. Retrieved from http://gri.gallaudet.edu/Literacy/.
* ↑ Center on Budge and Policy Priorities. Recession Continues to Batter State Budgets. Retrieved from http://www.cbpp.org/cms/index.cfm?fa=view&id=711
* ↑ Recess and Accountability (2007) In Encyclopædia Britannica online. Retrieved from http:// www.britannica.com