Many educators, including that of our school, are concerned about the effectiveness of signed language in providing a bridge to reading. Obviously, never having heard sounds makes it much harder for the congenitally and profoundly deaf to learn to read English much more so Filipino language. That fact that the average deaf high school graduate is only able to read at a fourth-grade level demonstrates the difficulty a deaf person can experience (Conrad, 1979).
After a series of probing questions given by Miss Francisco to the ANHS faculty, she discussed several points of why Deaf students have a difficulty in reading.
Teachers were also told that word recognition even knowing how to sign the word does not mean comprehension on the side of the deaf. Teachers should also teach students how to ask questions to generate the skill of developing critical thinking.
Miss Francisco also discussed that deaf children also experience the same stages of reading development as that of the hearing children. Faculty were also informed on how to assist Deaf students in making reading accessible for them such as provision of specific words and its definition before the actual reading; consistent use of those words and extend instruction that will promote active engagement with vocabulary.
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| Courtesy call |
Collaboration in a
mainstreamed system is an equitable process where teachers value the
importance of sharing educational responsibilities for students (Fimson,
Ornsbee & Jensen 2011).
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| Miss Domingo as host |
Educators involved in
collaborative technique must perceive each other as equal professionals
and understand that they can learn from each other.
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| Mr. Isip signing the Lasallian prayer |
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| (from left to right) Mr. Ducay, Mr. Dayrit, Miss Cabutihan, Miss Francisco (speaker), Mrs. Cayetano, Mr. Que and Mr. Daz |
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