IJJT500@INDYCMS.BITNET (Mike Wheeler) (03/07/91)
Index Number: 13824 James, The lady you mentioned went through about the same thing I did. Only in my case it was part of a research program that used my case to "prove mainstreaming works" in other word lie to support their case Whil there were students in the Stanford study that it worked for I'm am not one of them. They were forced because of the scrutiny and testing to fail me, which is often not the case with mainstreaming in California. I am not dumb. I have a 160+ I.Q. (techinically a Genius) currently just started my graduate work in computer science. Sign as my first language but speak well enough that most people don't realize right away I am deaf due to 12 years of one on one speech therapy. But in too many cases they indiscriminantly mainstream into inadequately equiped schools systems students who would be far better off in a residential or day school for the deaf. (like the one in Chicago) I agree with you whole heartedly, they should let many more of us learn sign as a first language. Even then they should seriously evaluate the situation before mainstreaming. I learned to sign first and in my case mainstreaming was "cruel and unusual punishment". Mike . . . "Don't confuse your schooling with your education." - Albert Einstein
ijjt500@INDYCMS.bitnet (Mike Wheeler) (04/03/91)
Index Number: 14602 JAMES, firstly, in my case, the teachers had very little exposure to the Deaf not even textbook's that mentioned it. secondly, I failed because I was held back in first grade, "showed anti- social tendencies" including getting into fights, and failed to pay attention to anything going on in the classroom. What schools need if they are going to mainstream students that are indeed ready to be mainstreamed is 1) teachers who realize what is involved ` and will due what is neccessary 2) programs to deal with the speach therepy reading and writing needs of the students at the school, not relying on outside programs. etc. What made my mainstreaming such a horible experience is that the teachers made little or no effort to understand my speach wich was shaky at best at the time, and assumed I was stupid when I couldn't understand or articulate as required. The students also made things difficult. In my case, from day one I was an outsider. The history of my mainstreaming goes as follows: Kindergarten attempted mainstreaming after 2 years of specialized preschool, failed after I blackened the eye of a teacher when the only thing I understood from an incident was an insult. First Grade attempted mainstreaming. Held back a grade because I failed to participate in classroom activities and showed antisocial behavior. REST OF MY SCHOOLING THROUGH HIGHSCHOOL read the book, aced the test turned in the homework perfectly. Graduated with a 3.94 out of 4.0 but ignored everything my teacher said in lecture to the point of occasion ocasionally falling asleep. That includes my Advanced Placement College p prep classes of which were most of my classes in high school. OUTSIDE of school: Most of my friends were Deaf going to the state residential school which I saw on weekends or other Deaf kids being mainstreamed. We hung out etc. and basically led normal lives outside of class. I know I did. Until I graduated in 1986 the school system had no truly qualified to mainstream in any of the school systems. They never followed suggested class size recomendations or many others made by the experts. Basically in my case mainstreaming did not in any way follow the idelic picture or the guidlines painted and proposed by the "experts". ------------------------------------------------------------------------------ Mike Wheeler | "Don't confuse your schooling with your Bitnet: INDYCMS | Education" - Albert Einstein