Antia, S.D., Reed, S., & Shaw, L. (2011). Risk and resilience for social competence: Deaf students in general education classrooms. In D.H. Zand & K.J. Pierce (Eds.), Resilience in deaf children: Adaptation through emerging adulthood (pp. 139-167). New York: Springer.
The article, Risk and Resilience for Social Competence: Deaf Students in General Education Classrooms by Antia, Reed & Shaw really had an impact on deciding what type of a teacher I want to be and what I find important when teaching students who are D/HH. All this time, I thought I was going to be teaching speech, language and using their hearing equipment as a Hearing Resource Teacher. It was this article that made me realize that there is much more to this career. I believe in listening to my students and creating student-centred plans based on their interests and abilities. While reading the self-assessments in this article, I understand where they are coming from. It is a real eye-opener to hear it straight from them because you know it is their reality. It is found, “in general education classrooms, [students] who have greater degree of hearing loss, or whose use of audition is less efficient, are likely to have lower social skill ratings (Antia et al., 2011). So often, the social aspects of school are overlooked as it is not in the curriculum to teach but I like to think of it as the hidden curriculum. When you think back to school, rarely do we remember what we learned out of a textbook. When we think back about times in school, we usually remember our friends and what we did at lunch or after school. Our social life was just as important as getting good marks. Achieving social competence should be a goal when working with students who are D/HH.
Often, children who are D/HH do not pick up on all the language in social gatherings. They may not hear the tone of what is being said and this may lead to embarrassing moments. They may not hear a joke and will need to have the skills to ask one of their friends to repeat it or to speak louder. Sometimes they may repeat what has already been said and must learn what to say in these occasions. When they become older and notice that they are different then their peers, they should begin to figure out who they are and own their hearing loss as part of their identity. They will find themselves in all sorts of social situations where they have difficulty hearing. During recess and lunch breaks, after school activities, and without their amplification, they will have to figure out how to be involved and join social circles. Knowing how to navigate through their social encounters will make life easier. Teaching them speech, listening, and language skills, self-advocacy and communication repair will help them build meaningful relationships. Antia et al. states that, “…the ability to communicate easily with peers can affect the social status and friendship patterns of deaf students in general education classrooms” (2011). They don’t have to be the most popular student in the school but the hope is to have a few good friends they can rely on to be understanding and caring to their needs.
Since many students who are D/HH are in general education classroom, they have to learn resilience skills to have the ability to fully participate. I used this article as part of my 590 poster, Inspiring Students who are Deaf and hard of hearing to Achieve Self-Advocacy. Students who are D/HH often have difficulties developing self-advocacy skills. It is important for them to learn how to take responsibility for their own social, emotional and educational goals. In turn, this will foster the independence and confidence they need to be successful. I believe this should be one of the goals on their IEPs as it takes time and practice to become confident in assertively asking their peers and teachers for support. Self-advocacy skills should be taught and practiced so it becomes engrained in their everyday life interactions with people. “Schools”, Antia et al. claim, “can also positively influence social outcomes by providing appropriate mentoring, opportunities for community participation, access to school extra-curricular activities, and instruction in self-advocacy and other skills that promote student resilience” (2011). The resilience factors discussed in this article give direction to where I should go with my lessons and what to achieve. The risk factors mentioned are ones to be aware of and give life to promoting change. This article has changed my perspective on what really is important when working with my students.
Often, children who are D/HH do not pick up on all the language in social gatherings. They may not hear the tone of what is being said and this may lead to embarrassing moments. They may not hear a joke and will need to have the skills to ask one of their friends to repeat it or to speak louder. Sometimes they may repeat what has already been said and must learn what to say in these occasions. When they become older and notice that they are different then their peers, they should begin to figure out who they are and own their hearing loss as part of their identity. They will find themselves in all sorts of social situations where they have difficulty hearing. During recess and lunch breaks, after school activities, and without their amplification, they will have to figure out how to be involved and join social circles. Knowing how to navigate through their social encounters will make life easier. Teaching them speech, listening, and language skills, self-advocacy and communication repair will help them build meaningful relationships. Antia et al. states that, “…the ability to communicate easily with peers can affect the social status and friendship patterns of deaf students in general education classrooms” (2011). They don’t have to be the most popular student in the school but the hope is to have a few good friends they can rely on to be understanding and caring to their needs.
Since many students who are D/HH are in general education classroom, they have to learn resilience skills to have the ability to fully participate. I used this article as part of my 590 poster, Inspiring Students who are Deaf and hard of hearing to Achieve Self-Advocacy. Students who are D/HH often have difficulties developing self-advocacy skills. It is important for them to learn how to take responsibility for their own social, emotional and educational goals. In turn, this will foster the independence and confidence they need to be successful. I believe this should be one of the goals on their IEPs as it takes time and practice to become confident in assertively asking their peers and teachers for support. Self-advocacy skills should be taught and practiced so it becomes engrained in their everyday life interactions with people. “Schools”, Antia et al. claim, “can also positively influence social outcomes by providing appropriate mentoring, opportunities for community participation, access to school extra-curricular activities, and instruction in self-advocacy and other skills that promote student resilience” (2011). The resilience factors discussed in this article give direction to where I should go with my lessons and what to achieve. The risk factors mentioned are ones to be aware of and give life to promoting change. This article has changed my perspective on what really is important when working with my students.