Open Forum
Open Forum
on
RSD's Current
Communication Philosophy Statement
You are welcome to join the concerned members of the RSD community as we host an open forum to discuss RSD's current communication philosophy that will be shared with members of the Communication Philosophy Committee. The forum is open to all interested members of the RSD community.
Please join us at RRCD on Tuesday, May 16
From 6:30 PM to 8:30PM.
43 Comments:
Will the hearing parents coming too?
CDP
CDP,
The RSD community is made up of hearing parents also. I strongly encourage that the hearing parents to show up, not feeling intimitatded by pro-ASL deaf people.
You know something, THIS is the problem. This is what's tearing Gallaudet and the community apart. "...not feeling intimidated by pro-ASL deaf people." WHY would you say such a thing? WHERE do you get this kind of thing from? WHY are we all enemies to each other?
For God's sakes, LEARN something from all the bitterness and distrust at Gallaudet and WORK TOGETHER. Because if you don't, then whatever misery your children suffer in the future... it's on you. It's not on society. It's on YOU, because YOU would not move past your selfish, stupid, petty fears long enough to build a better world for them.
I've been protesting for 11 days now. I'm exhausted. I've been following this blog since the beginning. You'd think I'd be sick of all of you by now but I'm not. I'm more determined than ever to work with all of you.
Why not show up expecting THAT out of each other, instead of intimidation?
-An Anonymous Protestor
Dear Concerned Members of the RSD Community:
I believe that the American Deaf Community is in trouble because of what has been happening at Gallaudet University. The basic values, norms and beliefs we take for granted are being trampled on and morphed into those that are totally unrecognizable. As you can see, many Gallaudetians have been committed to working together and hard to restore faith and trust in their university, to make it great once more, against all that mudslinging against them.
Having heard legitimate reports from “the silenced members of the RSD community,” I am seriously concerned about RSD’s commitment to making real changes. I can easily cite three specific incidents that occurred this week that are not helpful to the overall image of RSD. I will not resort to the mudslinging here, but I personally think it is time for us to ask key decision-makers of RSD directly to stop playing preferential treatment for the sake of maintaining the status quo. The most recent example of RSD’s inability to relate to its stakeholders is the selection of the membership to the Communication Philosophy Committee. It speaks for itself. No hearing parents of RSD students have been invited or asked to serve on this committee. Need I say more?
Additionally, I’m concerned that we are being misunderstood. Through my conversations with other individuals and groups, I have learned that blogs like this one have been regarded as unauthentic, and therefore, to be frowned upon. I want to clarify the general purpose of blogs like this one. I view the blogs as a major way of hearing what other members of the Deaf American community have to say about issues of great importance to them and me as well as sharing my views with them for advocacy purposes.
By the way, I did not set up this blog. However, I am forever indebted to whoever did it.
Thank you for your time in hearing my concerns today. I look forward to further constructive dialogue.
Pamela R. Conley
RSD is the full of SPIRIT
SPECIAL THANK YOU to Branton Stewart for facilitating this forum.
SPECIAL THANK YOU to Steven DeBottis of RRCD for allowing us to use space to have this forum.
SPECIAL THANK YOU to Dan Murphy of RRCD for taking care of the housekeeping details at RRCD as we held the forum.
Open Forum (5/16): Talking Points
(10 ppl in attendance)
• There has been some confusion about RSD allowing RSD parents to hold open forums like this one on campus. RSD parents are being told different versions. It is understood by some that open forums at RSD are not allowed.
• Most have expressed concern that there are three administrators on the Communication Philosophy Statement Committee. It seems odd. Also, two of these administrators are biased in their views and it is common knowledge that they are rigid in their interpretations, etc. Would this be harmful to the true purpose of this committee?
• One ASL teacher will be hired this coming fall. There should be more of them, though.
• We spent much time discussing RSD’s history of hiring practices. We discussed many examples. Hiring of hearing teachers with no ASL skills; there are large pools of eligible deaf applicants out there, what’s RSD excuse?
• The quality of education does exist at RSD. However, it has been promoted poorly.
• New parents are not given a wealth of information on issues pertaining to cochlear implants. (Disadvantages & advantages)
• We are seeing a significant increase of RSD students, especially those who are CI, taken out of RSD to be mainstreamed.
• The Language Enhancement Program, implemented some time ago, was stopped because it was not successful. The true intention of this program was misunderstood.
• RSD is seeing an increase of students with special needs. Are their needs adequately met? Are the needs of their classmates adequately met? So much energy is focused on disciplining rather than educating.
• Why are RSD board meetings closed to the public? PSA has repeatedly sent letters to RSD administrators regarding this concern. Response has been ambiguous.
• Some parents are frustrated about how some administrators treat them. Their responses are often unclear and not straightforward.
• Much time was discussed on from whom/where we should gather data/evidence to submit to the Communication Philosophy Committee re: ASL/English bilingualism. It was shared that MSSE students will be presenting next week; this is one possible starting point of collecting data. Regardless, there is general agreement that a presenter should be hearing in order to make the RSD community more receptive to arguments for an ASL/English bilingual program.
• Why are there 8 speech/communication teachers at RSD for 150 students??? One school for the deaf in California has only 5 speech teachers for 500 students.
• SimComm is the culprit of many communication problems at RSD. It is not possible for students to try to process new information in two completely different languages (English and ASL) at the same time.
• RSD providing workshops for new parents showing a continuum of services available for RSD students especially in the ECC was suggested.
• Another problem with RSD is that not signing in public areas is very common.
• Some time was spent on trying to understand the role of the Board of Directors of RSD; why haven’t they made themselves accessible to the RSD community? Who is really in charge of RSD – the Board or the RSD administrators??
• There are too many chiefs for a very few Indians at RSD, resulting in many incidents of miscommunication. This is an organizational problem that RSD needs to address.
• There should be an outside consultant to evaluate the tasks and responsibilities of RSD administrators.
• It was recognized that we strayed from the original focus of this forum--a discussion of RSD’s Communication Philosophy. However, it was agreed that the issues raised at this forum will be posted in the blog for the other committee (Ad Hoc committee) to consider.
Attendees of last night's forum, I hope I've captured the essence of our discussion. Please feel free to add/edit. Thank you.
Notes taken by Pamela R. Conley
The fact that hearing parents are not as involved in this committee is worrisome. We are losing a very influential and potentially powerful voice right there.
To keep them in, we need a generalist approach that puts information in their hands, a respect for their seeking and decision making, and inclusiveness in all levels of school operation.
An ideal balance would be 50-50 hearing/deaf parents so that no side overwhelms the other. This balance has proven dynamic in the past, leading to often-enlightening and always interesting interaction.
Proponents of ASL or other methods of education to the exclusion of others has historically not produced verifiable evidence of superiority, despite what they say. On the other hand, successful deaf adults will show a background of varied methods, early love of reading, and parental involvement thoroughout their schooling.
Through a generalist approach, we can pick up on what combinations works best for the individual. Through a parental involvement, we can apply it more globally.
Let's pick up on parental involvement and let the other points of the meeting fall into place with that.
DPG
How many successful deaf adults are out there, anyway? Average deaf students continue to graduate from high school at the 3/4th grade reading and writing levels. This data clearly shows that there are not very many successful deaf adults. This deeply concerns me as a Deaf adult, parent, and educator.
A highly-respected deaf scholar by the name of Marlon Kuntze gives a very succinct explanation about literacy in deaf students: "Being literate in written English is a more attainable goal if literacy development is done the Deaf Way." He argues that most educators fail to "account for how some deaf people are able to read and write well, without ever having accessed or known spoken English" and explain "why deaf children who acquire ASL as an L1 at an early age have a better likelihood of becoming proficient in written English."
Pamela R. Conley
The last poster said: "This data clearly shows that there are not very many successful deaf adults."
This is going to alarm many hearing parents. "WHAT, my kid reads only at the 4th grade level now...he's not going to be a successful deaf adult!"
I'm sure that writer didn't mean it that way...truthfully, English fluency is not neccessarily a mark of success. Many successful deaf adults are not fluent in English, and there are many who are. We need to be careful on this point: it isn't ENGLISH but ABILITY to PROCESS information.
An example is the deaf computer programmer; he is successful not just because he might know English, but because he can obtain information he needs and code it properly in his duties.
How can we promote processing of information by our deaf pupils? By keeping a flexible, open-minded, all-systems-go, generalist and enlightened approach. Whatever works, go with it and do not limit it to any one method to the exclusion of others.
Now that point is established, we can argue about which are the best methods, which will not conflict with other methods, which ones will develop the widest range of communications with the child, and so on. And throw in the part about keeping the child in the parent's cultural communication.
Just don't forget the CHILD is the object of all this. If he comes up jabbering merrily in pidgin ASL/English, (horrors! purists would say) then go with that. It's a pretty good system, a bridge to greater fluency in ASL or English, and has given better results in information processing than some other methods we have seen in the past.
In sum, let's not lose the objective we want: a freely and fluently communicating child.
In other words, fluency in written English is not necessary for success in the workplace??! I have many, many deaf friends who wish they had better written English skills for career advancement. What do you say to this?
Pamela R. Conley
Written English fluency is highly desirable, and there is no one who would say they don't wish for or need more fluency.
The point made is that while it is one of the primary goals in education, it alone is not an absolute indicator of success or failure.
We should teach the child fluency and at the same time not overlook other skills that he will also need such as: ability to research and process information, ability to seek clues and helps, creativity in testing and deducing the correct information, and other types of learning that parallel English as a tool for information processing.
For the child that for some reason does not learn fluency in English, these additional tools will be essential to his success.
Communication is much, much broader than just learning English. It is being able to use a variety of learning and teaching tools, which is what is meant by a generalist, comprehensive and no-holds-barred philosophy.
Sounds as though you were talking about different learning styles of deaf students, not their linguistic needs.
Do average classroom teachers in American schools teach subjects such as Social Studies, Science, etc. by using a mixture of English and some other language like French or Japanese or German? I think not. That's what has been happening in many schools for the deaf--deaf students are being taught subjects through a mixture of spoken/signed English and ASL. It's unfair and unrealistic to ask deaf students to access to two completely different languages (signed/spoken English and ASL) at the same time. It's like trying to pat on your stomach and rub your head at the same time.
ASL is the language processed through the EYES, whereas spoken English is the language processed through the EARS. Written English is based on the language of the EARS, but is processed through the EYES.
There is risk in supporting any specific method to the exclusion of all others.
We have seen the rise and fall of "methods" over the years and conflicting documentations of their success and failures.
To go off on yet another tangent and say the current method is the best, why, blah, blah...is setting oneself up for a severe test of history. Who is to say that the method of the 2020's will be better than the current one?
What works for the child today is the best method we can arrive at. Philosophies and arguments aside, any visual language method is most effective when it is consistently applied.
The best Bi-Bi approach applied in school will not be as effective, for example, if at home the parents can only fingerspell or use a mixed oral-pidgin sign system.
It will surely fail if the parents acquire an inferiority complex and avoid using any method at all, in trying not to confuse the child.
Worse, the confused parent could opt out entirely and resort to the classical oral method as it is closer to their own cultural system. Who can blame them?
The key is to stay flexible and continue to encourage these parents to go visual in easy stages, and to understand that communication is far more global than straight signed English or the dichomatous Bi-Bi approach that requires one to learn two parallel languages.
Understanding that the deaf child is first, visual, and that parental interaction is of prime importance, one can then go to the next step more easily...giving the parent tools to increase communication with their child.
Only then can we look to fine-tuning the system or insisting on using the currently trendy philosophy.
Actually, the "generalist" approach was widely practiced in the U.S. in the 1970's and in some schools in the following decades. It is still practiced in some schools for the deaf. Yet, deaf students continued and continue to graduate from school at the 3/4th grade levels. A report entitled "Unlocking the Curriculum," written in 1989, is an interesting read. It argues that the communication practices used by the students' teachers are the primary cause of poor reading and writing levels in deaf students.
Pamela R. Conley
Director, Outreach Center
Position Available: As soon as possible. Closing Date June 2,2006
PRIMARY RESPONSIBILITIES:
In addition to the supervision of day-to-day activities, the priorities for this position are to: 1) quickly raise awareness of and create demand for the Outreach Center services among the targeted constituencies; 2) assume an active role in the implementation of Future Directions for RSD (White Paper); and 3) form innovative partnerships among physicians, health insurers, schools, and others involved in the education of deaf and hard-of-hearing children.
DESIRED QUALIFICATIONS:
RSD is seeking a seasoned, energetic professional who is a proven achiever with an entrepreneurial edge. This person understands the business world, is an accomplished motivator and team builder, and has progressed in his/her career to the highest levels of achievement. A highly effective communicator with outstanding interpersonal and leadership skills, this person has the ability to quickly navigate any new "community" or network.
Contact:
Harold Mowl, Jr., Ph.D.
hmowl@rsdeaf.org
"2) assume an active role in the implementation of Future Directions for RSD (White Paper)"
What is White Paper?
Is it part of future directions of RSD?
Can someone help to clarify it for us?
Should we be concerned of this "White Paper"?
Karen,
I'll get a copy of this document ("Unlocking the Curriculum") for you...for FREE! Smile.
To the RSD Teacher who has regularly contributed to this blog, would you be willing to respond to this anonymous poster's questions about RSD's White Paper?
Pamela R. Conley
"White Paper" is a formal term which means "a detailed or authoritative report."
My understanding is that many organizations have some kind of "White Paper" related to future directions, goals, etc. This may be an ongoing thing, or something that is to be developed in the near future -- I don't know specifically.
If the White Paper already exists, you may be able to request a copy.
Sorry I don't have any further information.
Thanks, Karen, you have made a profound point in a what-if scenario: what will happen in the future when a standard approach to treatment of deaf children will be CI's, auditory and speech training and hopefully some visual language such as ASL? What will happen to Deaf people if the majority are educated in hearing schools, as being said is happening now?
This isn't a matter of cynicism, it is happening. What effect it will have is critically important and must be examined.
Will this have the effect of suppressing normal language development, as did the pure oral method of the 50's? We now have a whole generation of deaf people bitterly angry at the oral upbringing they had and their limited English skills because so much time was wasted in that restrictive method.
Will this CI/mainstream movement cause a change in the strength and nature of the Deaf adult society as we know it today? I think not, because of what we have observed in the orally brought up generation. Most eventually learned sign and gravitated toward the company of other deaf adults. So will be the situation with the CI generation.
However, the CI generation coincides with the rise of captioned TV, Sidekicks, TTYs, computers, acceptance of ASL as a language worthy of respect, and the rising power of deaf people to take over their own destiny, so we will see the rise of a generation more competent in English than any previous generation. (Just look at the bloggers around the Gallaudet campus!)
Probably we won't know for another twenty years whether it will change ASL linguistically. Or whether CIs alone will have a strong effect on language development. However, Deaf society will still exist and so will their increasing competence in English and dependence on a visible spoken language. Hopefully this will never be restricted at any stage in their development.
Prepared for the future etc etc etc... Whoa! Aren't we forgetting about our kids TODAY??? They still exist! We have deaf students at RSD, without CI,strong ASL background,strong English as well! They deserve the best! Don't ignore them!!!! They are our future leaders! ok...but please please please don't forget our children ..present!!!!!
Have been seeing advertisements for 2 or 3 new job openings at RSD.
We should be asking RSD how a typical search is done. It has been a mystery. The local d/Deaf community has been upset by decisions made by RSD re: hiring in the recent years.
By the way, who has been chosen to lead PSA next school year?
Pamela R. Conley
RSD's search process is pretty much the same as other schools' in my experience. The job opening is posted on the school's website, and often it is also sent to "central" locations where large pools of certified teachers can see it. For example, I know many schools for the deaf (including RSD at least some of the time) post their job openings through DeafEd.net Or, they may send the job announcement to a number of teacher training programs, such as those at NTID or Gallaudet.
From there, interested individuals send in their applications. Those applications are reviewed, and qualified candidates are scheduled for interviews. In my experience, a faculty member in the same or similar subject area may be consulted in reviewing the candidates.
Note that this is NOT any kind of official protocol I'm giving from RSD -- I'm just stating my own observations. :)
Dear RSD Teacher,
Thanks for sharing. Just curious, does a typical search involve seeking input from everyone in the RSD community?
Pamela R. Conley
Pamela,
Sorry, I typed up a thorough response once, then previewed it and absent-mindedly closed the window before clicking to publish. Oops!
I would say a "typical" search does not involve seeking input from everyone in the RSD community. Honestly, I don't know of any school that does that for general hiring. Basically, it seems impractical, since there might be several positions to be filled at once.
Also, I'm not sure how comfortable I would be, as a teacher, if the entire community was asked to approve of me before I was hired. For one thing, it's very easy for personal biases to enter such processes. People in the community may personally know some applicants and not others. Some may be from ethnic or religious backgrounds that community members identify more with.
I prefer that there are objective base requirements (particular degree, certification, etc.) and then to be judged on my more subjective qualifications by people who are knowledgeable about what it takes to be a good teacher at that school. Most schools have a sort of checklist, set interview questions, etc. that help keep the process somewhat objective.
On the other hand, the kind of input you envision being sought may be different from what I'm thinking of, in which case it may be appropriate. Also, there are undoubtedly differences between a hiring search for various staff positions, and for teachers, and for administrators.
I don't know how clear I'm being right now, so please let me know if I'm not making sense. :)
Налоговики - миллионеры... БУСАРЕВ ВЯЧЕСЛАВ ВАЛЕНТИНОВИЧ Украина, АР Крым, г.Симферополь.
Не для кого не секрет, что экономика Украины в настоящее время находится в кризисе. Не смотря на это, есть специалисты, которые под ширмой государственных служащих работают против государства, которое доверило им занимать высокие должности, оплачивает достойную заработную плату, но …?!
Одним из таких деятелей, является БУСАРЕВ ВЯЧЕСЛАВ ВАЛЕНТИНОВИЧ - председатель налоговой службы АР Крым. Личность, которую можно поставить в пример многим политикам, ведь Вячеслав Бусарев получил старт в карьере государственного служащего когда у власти была Партия Регионов, однако, остался при должности и до настоящего времени, когда Партия Регионов находится в оппозиции, а все почему?! Все очень просто, В.Бусарев работает на свой карман, а не для бюджета Украины, «кормит» вышестоящее руководство ГНА Украины и остается «своим» при любой власти в стране. Перейду к конкретике, подтверждающей все выше изложенное.
Существует такое понятие «налоговая яма», это предприятие, которое создает затратную часть предприятий-контрагентов посредством предоставления им налогового кредита. Проще говоря, помогает предприятиям контрагентам завышать свои затраты, тем самым минимизируя уплату налогов в бюджет, а иногда при миллионных оборотах предприятий сводит уплату налогов в бюджет к нулю. Как Вы понимаете, деятельность таких предприятий должна быть незамедлительно пресечена налоговой службой, но, под непосредственным контролем В.Бусарева на территории АР Крым были созданы и помогали скрывать налоги предприятиям Крыма и некоторых регионов Украины следующие «налоговые ямы»:
ЧП «Зовик» (код 24504001);
ООО «Энерго-ВАН» (код 32153280);
ООО БК «Абрис-груп» (код 33608264);
ООО НТК «Энерго-тайм» (код 33898770);
ООО «Фотон 102» (код 34861343);
ЧП «Керчмет» (код 34908260);
ООО «Партенитинвест» (код 34938871);
ЧП «СЛС-груп» (код 35736934);
ООО Салтовский хлебзавод» (код 36165787);
ЧП «БУД-ТИС» (код 36165420);
ООО «Тенси» (код 36165070);
ЧП «Крым-строй-ТИС» (код 36165106);
ЧП «БУД-Т.И.С.» (код 36165394);
ЧП «ТИС» (код 36165064);
ООО «Т.И.С.-строй» (код 36165038);
ЧП «Тисстрой» (код 36165148);
ЧП «Крымтисстрой» (код 36165174);
ООО «Южсаппорт» (код 36275069);
ООО «Латем плюс» (код 36275121);
ЧП «Крым строй поставка» (код 36478440)
ООО «Консалавто» (код 36478990);
ЧП «Сервис-Крым-Сбыт» (код 36583473);
ЧП «Крым-Сервис-Сбыт» (код 36583447);
ЧП «Сбыт-Крым-Сервис» (код 36583384).
Почему то, при якобы тотальном контроле со стороны налоговой, указанные выше субъекты без проведения проверок перестают работать, а на их месте создаются в один день от трех до пяти подобных предприятий, при чем регистрируются в один день, на одних и тех же лиц, также в один день выдается свидетельство плательщика НДС, при отсутствии расчетных счетов в банках.
Все вышеуказанные предприятия «помогли» своим контрагентам скрыть от налогообложения сотни миллионов гривен, а это бюджетные деньги страны. Соответственно, за «спасибо», т.е. бесплатно, указанные предприятия не существовали бы. Поэтому предприимчивый В.Бусарев обложил данную деятельность «налогом в свой карман», а именно, ставка этого «налога» составила 0,8% от валового оборота деятельности каждого из указанных предприятий, а это в итоге миллионы гривен. Но, как Вы понимаете, без поддержки сверху, такая «деятельность» не существовала бы. Поэтому В.Бусарев должен отдавать некоторую часть денег заместителю ГНА Украины В.Кайзерману, который взамен, за это поддерживает В.Бусарева и ежемесячно либо снижает планы поступления налоговой Крыма в бюджет, либо при угрозе его невыполнения корректирует в сторону уменьшения.
На указанном примере работы В.Бусарева, становится понятно, каким образом налоговики становятся миллионерами.
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