Tuesday, 2 April 2013

List of possible links:

http://www.parliament.nz/en-NZ/PB/Legislation/Bills/c/7/3/00DBHOH_BILL6011_1-New-Zealand-Sign-Language-Bill.htm 
NZSL Bill

http://nzsl.tki.org.nz/
- Ministry of Education site TKI

http://www.deaf.org.nz/yk-files/e669f368a0e0fed0aa9fd839ee57a83f/NZSL+Tool+Kit+-+Media+Release+-+Apr10.pdf
- kit for schools provided by Deaf Aotearoa and Kelston Deaf Education Centre

http://www.educationcounts.govt.nz/publications/special_education/scoping-support-for-new-zealand-sign-language-users-accessing-the-curriculum-part-i-an-international-literature-review/11.-accessing-curriculum-through-sign-language-in-the-mainstream
- 2010 report on mainstreaming deaf students, its pro's and con's

http://www.deaf.org.nz/for-you/deaf-community/deaf-education
- barriers to deaf children and their families in mainstreaming

http://www.vanasch.school.nz/
- mentions MOE providing funding from Feb 2013 for interpreters for deaf parents when attending school events


http://www.educationcounts.govt.nz/publications/special_education/scoping-support-for-new-zealand-sign-language-users-accessing-the-curriculum-part-ii-a-new-zealand-overview/5.-numbers-of-deaf-students-who-use-sign-language-in-new-zealand
- Part 2 number of deaf students using sign language in nz, government policy and what is actually happening.  Interpreting is the ultimate aid.

"McKee observes that other professionals would have specialised training for all the TA roles. 55% of all TAs  had no formal training in working with deaf students and many reported brief one to three-day courses. Neither appraisals nor job descriptions offer TAs  formal training identification or provision. Most TAs are evaluated by the classroom teacher who has no specialised knowledge of deaf education. RTDs do not tend to be involved in their recruitment or appraisal (McKee, 2004).
It is not surprising then that teacher aides  report a high level of satisfaction with their job but a high level of dissatisfaction with their conditions of work, undertaking a complex role for little pay and training and low status (McKee, 2004).
Deaf paraprofessionals and some RTDs express concern over how TAs may promote dependence and low expectations of deaf students in their academic work. McKee suggests either providing more training to TAs, or providing interpreters directly, or creating regional groupings of deaf students with access to specialist teaching and interpreting resources. The preferred option is the last as it would acknowledge the linguistic, social and educational benefits of deaf students learning together (McKee, 2004).
The five key gaps in the education system identified in 2006 by Deaf Education Aotearoa New Zealand (DEANZ, 2006) were:
  • Early Intervention Services to ensure early linguistic development.
  • Personnel and training at all levels of compulsory schooling who are skilled in working with Deaf and deaf children.
  • Consistent accessibility to resources nationally.
  • Service to Māori and Pacific Island families.
  • Standardised assessment and monitoring."


http://www.victoria.ac.nz/lals/research/projects/publications/Mainstream_Project_Overview.pdf
- "
Both the surveys commissioned by SES identified gaps and inconsistencies in the availability and effectiveness of support services, considerable lag in academic achievement across the survey population (with Fitzgerald reporting only 26% of students to be operating at, or above, age-appropriate levels), and mixed perceptions of social integration outcomes reported by parents and teachers. This research project aimed to further explore what “reasonably well met” (needs) might mean for HN and VHN deaf students in mainstream schools.

http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CD0QFjAC&url=http%3A%2F%2F2ears2hear.files.wordpress.com%2F2012%2F09%2Fnational-plan-05-doc-1.pdf&ei=Y8tkUaTNIMbNkgW_ooDIBg&usg=AFQjCNGtIGkIPVYt43fm39J4tKjR3H3Nbw&sig2=-5OVs_Kv_WYxSwvH1rg3ew&bvm=bv.44990110,d.dGI&cad=rja
The National Plan for the Education of Deaf and Hearing Impaired Children and Young People in Aotearoa/New Zealand

- Thesis which might offer supporting info

http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/ServicesAndSupport/DeafAndHearingImpaired.aspx 
MOE outline and policy of support

http://www.deaf.org.nz/for-you/useful-info/deaf-way-report
- Deaf Way report submitted to govt in 2010

http://freyberg.ac.nz/about/learning-support/deaf-ed
- info on specific school operation in NZ

http://www.deafchildren.org.nz/
- might have useful refs/info generally

http://www.nad.org/issues/education/k-12/position-statement-schools-deaf
- USA stand on need for Deaf schools

http://www.education.ox.ac.uk/ndcs/papers/nunespretzlikandolsson_deafsocial.pdf
- British research on mainstreaming

http://www.ingentaconnect.com/content/maney/dei/2012/00000014/00000001/art00006
- Changing needs of 21st century deaf education centres - focus on one in centre in Belgium

http://www.alldeaf.com/movies-books-tv-media/51502-what-some-good-movies-deaf-characters-about-deaf-culture-2.html
- found this great quote!
“The problem is not that the (deaf) students do not hear. The problem is that the hearing world does not listen. “- Rev Jesse L. Jackson ( American Civil Rights Activist, Minister) 



http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/2012SOI/2012StatementOfIntent.pdf
Ministry of Education Statement of Intent 2012 -2017 - Document
"Government has recognised the powerful role education plays
in building a cohesive and prosperous society. It has set us
targets across all phases of our education system, in particular:
`
increasing participation of vulnerable children in early
childhood education
`
increasing the proportion of 18-year-olds with NCEA Level
2 or an equivalent qualification
`
increasing the proportion of 25- to 34-year-olds who have
a qualification at level 4 or above on the New Zealand
Qualifications Framework.
These are challenging goals that will only be achieved by focusing on the participation and progression of all young people. Our first priority is therefore to improve outcomes for those young people least well-served by the current system, that is Mäori learners, Pasifika learners, learners
with special education needs and learners from low socio-economic backgrounds" p4

"The Ministry of Education is the lead advisor to the Government on the education system, covering early childhood, primary, secondary and tertiary education. In addition, we have a substantial operational role in supporting the sector to focus on equitable achievement for every learner." 
"providing special education services to children and young people with disabilities and other special education needs
`"p7

"We will continue to implement Success for All – Every School, Every Child to ensure all learners with special education need are able to learn and succeed in the education setting of their choice.
The Government has set a performance target of 80% of schools demonstrating inclusive practice for learners with special education needs by the end of 2014, with the remaining 20% demonstrating good progress. No schools should be doing a poor job of providing an inclusive learning environment for these learners." p17




http://www.un.org/disabilities/default.asp?id=284
3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:
a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;
b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;
c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.
4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities.



 http://www.hrc.co.nz/race-relations/te-ngira-the-nz-diversity-action-programme/participants-2011/deaf-aotearoa-new-zealand
NZSL Tool Kit for schools
The two organisations have developed a unique New Zealand Sign Language (NZSL) Tool Kit for schools, which is designed to encourage the next generation to learn one of the country’s unique and official languages.
The NZSL Tool Kit is a comprehensive teaching programme available in two parts. Part One – Introductory was released in 2009 and proved to be an instant hit, with more than 170 education centres introducing it to their students.
Building on the success of this kit, Part Two – Intermediate will be released in time for this year’s NZSL Week (2-8 May). Both kits feature a number of 45 minute lessons, following an easy to use and interactive DVD.





http://www.bda.org.uk/What_We_Do/BDA_Policy_and_Campaigns

  1. What does this mean?
Language is the route to one self determination and the BDA firmly believes that the Deaf child has a human right to be offered the opportunity to grow up bi-lingual in an education setting acquiring BSL and the English Language where they are free from the restrictions of a single language. Bi-lingual education can offer an in-depth knowledge of two languages and cultures so that the child will attain his/her full cognitive, linguistic and social capabilities. We also advocate that Deaf children if so desired are also encouraged to learn speech but not at the detriment of its first language BSL
Why are we asking for this?
We want to deaf children to have the opportunity to learn two languages.  Research shows that this helps language development – many children have better language skills if they are bilingual. 80% of the world is bilingual and we feel it is important that Deaf children have good English and good BSL.  This helps with their cognitive, linguistic and social skills.   "


    http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10876458


    "Bilingual education - at Richmond Road and in 33 Samoan-language pilot programmes that McCaffery is following - is demonstrably effective.
    "There is extensive research on this and the European Union has switched from the teaching of language as a subject. If you are not experiencing the curriculum through a language, it is never going to be functionally of any use to you and it is that research that our ministry doesn't want to know about. They have never even visited the programme or asked for the research.
    "If you are going to do it, you might as well do it well. The world has shifted to that model and New Zealand is so far behind the play.""






    "nz sign language

    history


    1880
    Summer School for Deaf opened in the 1880s in Sumner, Christchurch
    At Sumner School Deaf students were educated only in spoken language skills (oralism)

    1970
    In the 1970s, Signed English was introduced in Deaf Education.
    Signed English uses signs in an English language structure.

    1995
    In 1995, NZSL was introduced at Kelston Deaf Education Centre (Auckland), and soon after at van Asch Deaf Education Centre (Christchurch)

    1997
    The Concise Dictionary of NZSL was launched
    A landmark publication with over 4000 illustrated signs

    2006
    The New Zealand Sign Language Act came into effect on 6 April 2006
    This saw NZSL becoming an official language in New Zealand alongside English and Te Reo Maori

    2011
    NZSL Interpreters are used for televised media briefings following the February 2011 earthquake in Christchurch
    The 5th anniversary of New Zealand Sign Language Week - 2nd - 8th May 2011"

    http://www.pbs.org/weta/throughdeafeyes/deaflife/women.html
    -definition of oralism

    http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/ServicesAndSupport/DeafAndHearingImpaired.aspx
    - MOE support for deaf children


    https://www120.secure.griffith.edu.au/rch/file/50908dc2-8eda-37b0-aeb7-913daa656a3a/1/Powell_2011_02Thesis.pdf
    - definition of TC


    www.raisingdeafkids.org/learning/choices/mainstream/
    - mainstreaming def'n


    http://www.educationcounts.govt.nz/publications/special_education/scoping-support-for-new-zealand-sign-language-users-accessing-the-curriculum-part-i-an-international-literature-review/2.-oralism -
    lots of helpful stuff here! Bilingualism, def'n of it for intro.

    "English is a second language for many Deaf people. Access to education is still very poor for deaf people and this results in low literacy levels in written and spoken English. By the use of NZSL, however, Deaf people are able to better access other languages, including English and Maori, resulting in improved literacy."
    Modern linguistic research confirms that sign languages are real languages. Lip reading is a very difficult method of communication and involves a lot of guesswork. Accordingly, it is not a sufficient substitute for NZSL.

     http://essentialeducator.org/?p=13033
    Refutes claims that sign language impacts negatively on deaf children's linguistic development.

    http://www.teachingwithoutwalls.com/2009/12/empowering-deaf-online-learners-with.html 
    Reference for online efficacy

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