Deaf education

[2] This percent of deaf students may have a linguistic advantage when entering the education system due to more extensive exposure to a first language.

A child can also acquire hearing loss at a young age due to a middle ear infection, a serious head injury, exposure to loud noises over a long period, and many other causes.

One of the biggest indications that a child may have hearing loss is they intensely focus on the person's lips and facial expressions to understand what they are saying when they are having a conversation with someone.

As recently as the 1990s, many parents in the United States were unaware that their child was deaf until on average 2.5 to 3 years old, according to the U.S. National Institute of Health.

[8] Unlike any other population, the vast majority of Deaf and hard of hearing children are at risk of having this type of limited exposure to language in early childhood.

[10] The impact of language deprivation is severe and must be considered in efforts toward early identification of deaf and hard of hearing children as well as intervention.

Oralism was popularized in the late 1800s and largely enforced throughout Europe and North America, following the Second International Congress on Education of the Deaf in 1880.

Additional supports include speech-language pathology (SLP) services and assistive listening devices (ALDs) such as hearing aids and Cochlear implants.

Students are taught through spoken language in a public or private school where they join a class of predominantly (if not exclusively) typically-hearing peers.

[30] However, in general education settings, Deaf students tend to perform worse than their hearing peers academically due to miscommunications that occur through third-person sign language interpreting.

[31] In addition to increasing miscommunication, third-person sign language interpreting in general education settings is economically inefficient and in some cases, is not possible due to a lack of school resources.

He did charitable work for the poor, and on one trip into the Paris slums saw two young, deaf sisters who communicated with a sign language.

Two eminent men came to his home at Littlecote House to teach him to talk: John Wallis, mathematician and cryptographer, and William Holder, music theorist.

Under the management of Braidwood's nephew the school expanded, encouraging the establishment of an Institution for the Instruction of the Deaf and Dumb in Edgbaston in 1814 and others in Liverpool, Doncaster.

In his ministerial relation, Mr. Townsend became acquainted with a lady, whose son was deaf and dumb, and who had been a pupil of Mr. Braidwood's almost ten years.

The youth evinced an intellectual capacity which caused delight and surprise to the good pastor, who was astonished at the facility and accuracy, with which ideas were received and communicated.

Mrs. C, the lady referred to, sympathising with those mothers whose circumstances precluded their incurring the expense of 1500 £, (which was the sum paid by herself,) pleaded the cause of those afflicted and destitute outcasts of society, until Mr. T. entered into her feelings of commiseration, and decided with her on the necessity and practicability of having a charitable Institution for the deaf and dumb children of the poor.

[41]Braidwood's nephew Joseph Watson offered himself as tutor, and eventually became headmaster;[44] he wrote On the Education of the Deaf and Dumb (1809).

[50] It is frequent that deaf students in hearing schools are taught sign language one-on-one, meaning they lack social interaction with their peers.

[50] There are also fewer interpreters available than needed, meaning students immersed in hearing schools sometimes have to rely on their own knowledge to make it through a class.

Their statistics state that deaf students are usually "two standard deviations outside of the average" in terms of educational performance, and their goal as an organization is to change this.

[52] This report was the basis for the National Plan for School Improvement of 2014 whose mission was to make sure all Australian students, regardless of background or disability, would be receiving a "world-class education".

The government and school system suggests parents of children with hearing loss use the oral method at home, to stimulate and create excitement in learning.

In classrooms, gestures and signing were not allowed, children had to closely watch their teachers' lips as vocabulary and background information is explained.

Children could easily move throughout programs that best suited their learning needs; their placement typically based on their hearing ability.

[54] Integrated programs had been unsuccessful except in classes like sports, workshop, and art, but contact between the deaf and mainstream schools is encouraged.

The expansion of deaf education in Nigeria is largely credited to Andrew Foster, the first black graduate of Gallaudet University.

Those selected would complete a certification course to get them ready to become an administrator, teacher, or office workers for the schools which Foster established in Nigeria.

Although controversy has existed since the early eighteenth century about which method is more effective, many deaf-educational facilities attempt to integrate both approaches.

Teachers learn through a combination of academic coursework and student teaching experiences with children who are deaf or hard of hearing.