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Period: Jan 1, 1500 to
Early approaches to teaching
Highly structured drilling and focused on written language -
Jan 1, 1540
First teacher of the deaf
Monk Ponce de leon. -
Period: to
structured approach starts to change
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Greatest Teacher of the All!
Jacob Rodriques Pereira from Portugal. Was the first to use the natural approach when teaching deaf children -
Thomas Braidwood ( 1715 - 1806)
Kept his methods secret! might have taugh students used fingerspelling, signs, reading and writing. -
Period: to
The natural method is starting to be used in teaching
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Period: to
Deaf Education in the United State
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Natural approaches begin to evolve
Educators beliefs change. Children can acquire language like other children. Children acquire language thru natural conversation. -
The American School for the Deaf, Hartford, CT
T. Gallaudet and L. Clerc brought the highly structured system from France to Hartford, CT and renamed it to The Hartford System. Teachers assumed that children would learn the rules of language thru drills. The American School for the Deaf was founded 1817. -
Theory of Ciphers, by Sicard
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Greenberger (Principal) Lexington School for the Deaf in New York
Preferred to use the acquisition of the rules of grammar thru contextual learning. He disliked memorization of the rules. -
Rochester School for the Deaf, NY
Rochester School for the DeafPlayed games, and activities using spoken words and fingerspelling extensively. -
The Barry Five Slates approach
This is modeled after the Theory of Ciphers - putting structured language into five columns 1) subject, 2) Intransitive Action Verbs, 3) Objects, 4) Prepositions; 5) Ojbect of prepositions. -
Period: to
Many different approaches are used
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Natural approaches
Although radical for it's time, this approach is based on the child's needs and daily interactions. Children will absorb the rules thru their exposure to signed language. Lexington School of Deaf was were it all began with Mildren Groht, the principal. The idea was that deaf kids will parallel hearing kids in the acquisiton of language. -
Combined Approach
Streng in 1972 research showed that children need both methods of language learning. More of a heavier approach with preschool chldren then incorporating more structured methods with the older children. -
Rhode Island Curriculum
Developed by Blackwell and teachers at the Rhode Island School for the Deaf. This curriculum fosters linguistic knowledge and spontaneous language through explicit experiences while following a congnitive developmental model using five basic sentence patterns helping children internalize the rules of language. -
The Apple Tree Curriculum
A Patterned Program for Linguistic Expansion Through Experiences and Evaluation. Founded by five teachers in Iowa of the Deaf. This program uses 10 basic sentence patterns as a foundation for a students language base, building small steps upon one another and then reinforcing the previous lesson in the next step.
