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.
58 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
Good AM ya'all!
I, like other parents, got Dr. Mowl's memorandum, on the Communication Philosophy Committee and it appears that Steve Morse and Dr. Mowl did their best in selecting people for the committee. It is going to be interesting to observe the process of coming to an agreement what communication philosophy would be most effective for the RSD students while acknowledging that it could not be perfect, since philosophies do change with time. I just hope that it would be a positive experience for RSD community.
Also, I hope that the formation of Ad Hoc committee will be positive. It is good to see the rising number of parents getting involved in the RSD community, since children do need the parental involvement.
Karen M.
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
Pam,
I just checked the memoradum again and yes, I see that no hearing parents were selected... it could be overlooked or no hearing parents volunteered, I have no idea.
I hope this could be remedied soon... we do need an outlook of hearing parents so that RSD could develope a better and more effective communication philosophy. We could bring this to Dr. Mowl's attention and see if it could be remedied...
Karen Mayes
I did email to Harold Mowl, inquiring about the absence of hearing parents and we will see if something would be done about this. We really need to involve the hearing parents, since they represent different views of deaf communities and would be nice that we learn something from them as well as they learn something from us.
Karen Mayes
RSD is the full of SPIRIT
Good AM,
I went to the Open Forum last night and a few people showed up.
I want to say something... kudos to only one member of the committee for showing up (I understood that another member had previous family committment...) Next time, whoever posted the Open Forum, be sure to contact the members of the Communication Philosophy Committee to see if they already got in touch with each other and be willing to go to any meetings, before posting the open forum or any kind of meetings on this blogger website.
Anyway, we studied the RSD's current Communication Philosophy Statement and noticed that there was one or two sentences that gave a lot of leeway to RSD to place a lot of emphasis on lipreading, speech therapy, auditory training, etc., more than on ASL.
Also we talked a little bit about RSD board members... frustratingly there was very little information about them. I did not know who were on the board other than Steve Morse and two Huritz guys, until the first General Meeting.
I am not going to say more about this, since Pam Conley said she would post on this... she toot notes from the meeting. She has more information to post and I am looking forward to reading her notes.
All I can say, from my parental perspective, is that RSD has a rough road ahead, due to lack of information toward the hearing parents, meaning they were not covered on the philosophies of ASL, SEE, cued speech, etc., and how each language could impact the children of varying hearing losses in the academic and social areas.
Deaf parents of deaf children whose first language is sign language (I can use ASL, but it seems to be a bad word to many people, so I will just use sign language) have my support... their children do need to have their needs met, not placed in the class in which a lot of speech therapy and auditory training happen. I guess the number of students is one of the factors leading to differently placement of children.
As long as hearing/deaf parents (huh, no hearing parents did not show up... )are both vocal and visible in their advocacy for their children, their children will in one way or another get their needs met. But we need to be able to have full access to the information on all the subjects of deafness and deafhood.
Talk later,
Karen Mayes
I meant, no hearing parents showed up... not, no hearing parents did not show up... excuse my grammar error :-) .
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
Also, I want to mention that one parent was concerned that the communication philosophy committee was set up for failure... perhaps. Time will tell. We will quickly find out who will want to lead the committee, meaning influencing the decision-making in the committee. I did email to Dr. Mowl (again) asking for the addition of hearing parents to the committee.
There are SO many factors that could lead to either failure or success of deaf education, deaf schools, etc. in NYS. The factors include hearing parents, some teachers (my kids have had caring, dedicated teachers at RSD and for that I am grateful), some directors, some board officers (I say some, since I and other parents know almost NOTHING about their contributions to RSD) , NYS regulations, etc. In my last 7 years as a parent of RSD kids, I have noticed one VERY big problem... lack of parental involvement, from very low number of parents attending PSA, the obvious absence of parents on the RSD campus, the students of hearing parents doing "mediocre" schoolwork… Also, I have noticed, along with one parent’s commenting, that the actively involved hearing parents of deaf children tend to pull them out of RSD into mainstreaming... Also... I feel there is a lot of ignorance about deafness and deafhood among parents (both deaf and hearing.)
I am just stating my observations from my previous years as a parent of two deaf children attending RSD.
So I am hoping that RSD would increase its publicity, offer more workshops, etc. to the parents so that the parents could be educated and be willing to stand up for RSD, helping RSD succeed.
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.
Hi,
May I add to the dialogue between Pam and Diane about communication skills? I understand Diane's "generalist" viewpoint somewhat, it is encouraged in "nontraditional" schools relying heavily on literacy, especially liberal art colleges/universities.
HOWEVER, Pam has valid points... we live in an increasingly technical/financial world which rely a lot on written communication (reports, memos, minutes, business letters, etc.) My husband is a computer programmer with an excellent salary and his English skills are not as good as mine, but he makes effort to write as well as hearing people, especially in communicating with co-workers and management team. Diane, we live in hearing world. So we have to teach deaf children to read and write as well as hearing people do, in order to live productively in hearing world.
I worked for a publishing company as an editorial asistant (municpal code books) and I came to appreiate the fact that most businesses went by writing (and of course, oral speaking... but everything needs to be written down so that there would be no misunderstandings... oral methods do leave a lot of room for misinterpreting but writing methods put things in black/white box, reducing chances for misinterpreting.)
For children, yes, they need to be encouraged to write a lot, creatively, etc., so that they'd come to appreicate writing in the future. It would be a great way to prepare deaf children for technical writing later on.
Karen Mayes
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.
Pam has a good point. ASL and English are two separate languages... I don't entirely agree with the "generalist" approach... it might work for some, but most deaf children process languages visually, like Pam says. Generalist (sounds like it is more for hearing children than deaf children) approach might work for some people, like Diane's children and my son--sort of, since spoken English is my son's first langauge, due to his being born normal hearing (not my daughter though), but learning two different languages or more takes a lot for most people, even for hearing people.
If there are effective methodologies to help bridging two languages (like Bi/Bi philosophy), maximizing the fluency, great.
Karen
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.
Diane... as I have said before, several times, all deaf children have different needs. But it all comes down to one thing... deaf children need to become fluent in literacy. Generalist is a bit broad and therefore vague... Right now, whatever is in trend, we just go with it. Also, our task is to EDUCATE parents of opportunities, not limiting them to a few opportunities. I just spoke with one new mother (whose son is 6 months old, enrolling in FIRST program at RSD) and she is not very aware of Bi/Bi philosophy, not clear about SimCom, etc. That shows RSD needs to step up the plate to offer more workshops, etc.
The perfect world would be all deaf people have 12th grade level in reading and writing, being able to hold down challenging jobs, etc... but it is not a perfect world. The real world is constantly changing... whatever works now will not work later, as I have stated in my other comments.
That is why I am forever stressing on parental involvement. I have noticed that the students (both hearing and deaf) do succeed with their parents being actively involved in their schools. Work closely with teachers. Etc.
Best wishes,
Karen
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
Pam, is there a link to the report "Unlocking the Curriculum" that we could find it on the internet?
I'd like to read more about it...
Karen
http://gri.gallaudet.edu/Publications/#PUB9
I just found it... we'd need to pay $2.50 to download this Unlocking the Curriculum" report, which I am going to do that unless Pam says there is a full report on the internet that I may have overlooked...
Karen
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
Hmmm... I overlooked that part. Does it sound like RSD already have the Future Directions for RSD (so-called White Paper) that we don't know about?
I am interested to hear from RSD teacher... hope he/she would not mind sharing a bit about White Paper with us. But good chance that the RSD teacher might not know about it also, for it sounds like it is something that is developed in the closed board meetings.
Karen
"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.
As I suspected, the RSD teacher did not know much about the White Paper since oftentimes the teachers are in dark when it comes to the closed board meetings.
Hmmm...I don't want to sound cynical, but hey, take a look at the demographics of HOH and deaf children today. The trend of implanting deaf babies/toddlers with CIs, supported by endless hours of speech therapy, auditory training, and speechreading, shows us what kind of the future is in the store for deaf children. Now more than 78% of HOH/deaf children are mainstreamed in the public schools and deaf schools are being weaned out or forced to change the mission statements in order to follow the trend. Remember what would hearing parents do when they learn about their children having hearing loss? Of course, they normally react wanting to give the best to their children, so that they could lead "successful" lives in the hearing world, the world that the hearing parents only know. Again, there is no right nor wrong... just normal reaction.
That is what I suspect RSD is doing... RSD is changing in order to follow the trend, so that hearing parents would feel comfortable with sending their CIed children to RSD as long as RSD has resources, showing that RSD is the bridge to the hearing world that the children can easily navigate across. Look, imagine yourself in Dr. Mowl's shoes... what would you do? I would take a critical look at the majority of deaf children here in USA and see that hearing parents want their children to function in the hearing world. Also, Lexington School for the Deaf has a lot of CI students, due to having the hospital being very close by, along with St. Mary's school for the deaf which is developing a strong CI program, etc... Perhaps that is why RSD has a large speech/communication department, ready to serve CI children, so that the hearing parents would have confidence in RSD.
I am not for nor against the trend... it is just the way it is. In a few decades from now, our children would be debating the right to choose to have either a deaf baby or a hearing baby, which alone would be a critical turning point for the deaf culture in USA, thanks to the advances in the gene engineering. The comfort is that the Dept. of Education in USA recognized ASL as a foreign language so it will be alive for a long time.
This a challenge to ya'all to think about. That is how I see RSD now... as a ship being steered to follow the currents (CIs, more powerful hearing aids, etc.) in the ocean. The ocean is as big as ... a hearing world.
Thanks for hearing me out, and I know some of you won't like this email. That is my cynical side talking.
Karen Mayes
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!!!!!
No, we are not forgetting about children at RSD. They are fine where they are right now, but first we need to educate deaf/hearing parents and then they would have a voice in the education. Right now it is mostly deaf parents' voice, which is NOT enough... because of the hearing bias of the board members. We need more hearing parents or the battle would be moot.
I think that once RSD developes a CI program (read the job description of Outreach Center Director... that he/she "3) form innovative partnerships among physicians, health insurers, schools, and others involved in the education of deaf and hard-of-hearing children." ), I believe we'd be seeing more of SimCom or SEE and that ASL would be more of "outstide of classroom" language. Now, I don't know what is right or wrong... but the research lately show that children with CI, early at 1 year old or less (there is even talk about implanting infants at 3 months old) develop stronger language and excellent speech skills and I suspect that RSD does not want to lose any more students to mainstreaming, so they are working on keeping CI children at RSD. I don't know.
We need to educate parents about deafness, deafhood, etc.
Karen
Regardless of what direction RSD might be going, what is important is parents' being involved. We would LOVE to see more parents attending PSA meetings, volunteering at RSD more, etc. We don't get enough of it at RSD.
Karen
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. :)
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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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