pen-internationaldeafnessworkshops

1、1,Tertiary Deaf Education in China: A Report of a Two-Year Research Study with Recommendations,Patricia A. Mudgett-DeCaro, Research Consultant, PEN-InternationalJames J. DeCaro, Director, PEN-International,Presentation

2、 at the Tianjin Disability Conference – 15, 16 October 2004,2,Research Purposes:,Document postsecondary deaf education in ChinaProvide data for use in developing the 11th 5-year Plan of the People Republic of China,3,A

3、n Important Goal of the CDPF,To represent and protect the lawful rights of persons with disabilities to participate in society with equal status and opportunities, through the equal rights to education and work.,4,38 Par

4、ticipants Interviewed,11 college administrators from deaf education programs6 administrators from schools for the deaf3 government administrators3 alumni (deaf) one is teacher, one is a community leader.3 teachers at

5、 pre-college level (deaf)5 college students (deaf)7 college faculty (one deaf, 6 hearing),5,Research Methodology,Semi-structured interviewsQualitative researcher with Chinese colleagues: one hearing, one deafAudio ta

6、ped and videotapedStandard coding proceduresAtlas-Ti software,6,Focus of the Questions,Institutional historyGovernment roleCollege programs and roleCollege entranceFaculty,Support servicesPartnershipStudent chara

7、cteristicsJobsSuggestions for improvement,7,Cultural Context – China,Social HarmonyFocus on developing as a group/societyMay emphasize conformity and normalizationHowever, individual focus is increasingDisabled ind

8、ividuals are not encouraged to express a need for special accommodationsStrong Family and Community ResponsibilityTo care for disabled membersParents have substantial influence,8,Cultural Context – China, cont.,Indivi

9、dual ResponsibilityPersonal responsibility for self cultivationAdjust to the environmentSocietal EncouragementCompetitions are a common way of encouraging excellence Successful individuals are rewarded and held up a

10、s role models,9,Business Context,Rapid transition to market economyResources limitedHigh unemploymentStrong central government controlWeak non-government organizationsEmphasis upon efficiency and productivity puts d

11、eaf students at competitive disadvantage,10,Deaf Education Context,20.57 Million deaf and hard-of-hearing (HoH)“By the end of 2003, there are 559 special schools for the deaf, 105 special schools for the students who a

12、re deaf or blind, 605 comprehensive special schools, 852 special classes for the deaf in regular school. Most special schools are boarding schools.” (CDPF Administrator, 2004),11,Deaf Education: Compulsory Level,Rapid 20

13、 year increase in deaf/HoH education at compulsory level1988 less than 6% educated2004 over 80% educatedCurrently 170,000 deaf/HoH students in 615 compulsory schools52% mainstreamed in regular classes (no support s

14、ervices)48% special classes or school for the deaf,12,Deaf Education: Upper Secondary,Upper secondary education for deaf students underdevelopedClose to 100 schools serving about 6,000 deaf studentsTwo/Three year goa

15、l: 15 new upper secondary schools for the deafMainstreamed students have no formal support services,13,Deaf Education: Tertiary,Post-secondary deaf education is new but quickly growingApproximately 1,000 deaf/HoH coll

16、ege students currently15-16 majors offered, primarily in the art field,14,Tertiary Programs,3 University programs admit students from across ChinaAdmission highly competitiveTianjin Technical College for the Deaf of T

17、ianjin University of Technology The Special Education Colleges of ?Changchun University ?Beijing Union UniversityOther programs are Junior CollegesMost of the students have no upper secondary degreeMany are so

18、new they do not yet have graduates,15,Deaf Education: Government Role,National, provincial, and local 5-year plans for economic and social development9th (1996-2000) focus on compulsory deaf education (1-9 grades)10th

19、 (2001-2005) focus on preschool and high school deaf education,16,China Disabled Persons’ Federation (CDPF),Established in 1988“…national organization of and for persons with various categories of di

20、sabilities in China….” (CDPF administrator)Responsibilities: Implementing government policiesRepresent disabled people,17,Chinese Association of the Deaf,Volunteer positionsLimited authority or powerReceive money e

21、ach year for activitiesActivities are primarily for pleasureIt was mentioned that communication between the CDPF and the Chinese Association of the Deaf is not always easy and that is an area that can be improved. (De

22、af Leader),18,Faculty,New to deaf educationVery few Deaf facultyEnthusiastic learners,“…many of these teachers have never had any contact with deaf students before”(College administrator)2001Training at

23、NTID,19,Faculty: Qualifications,Content degree requirements are rising.Requirements to take education and special education courses are rising.Beginning level Signed Chinese is encouraged--limited formal courses.,20,

24、Faculty: Roles/Responsibilities,Overall goal is“…shortening the distance between deaf and hearing students.” (College administrator)Teach contentTeach social skills and citizenship Foster deaf/hearing interacti

25、on,21,Faculty: Roles/Responsibilities, cont.,Maintain student/faculty interactions and feedbackTutorFacilitate job contacts and employer educationEducate society regarding deaf people’s abilities and successes,22,Comm

26、unication,Multiple sign and spoken dialectsCollege level policiesNeed for government guidelinesTraining and evaluation approaches varyFew college incentives for fluent signing CDPF Beijing sign language competitions

27、,23,Limiting Assumptions,Deaf students need social interaction to learn social skills and “…h(huán)ow to be a responsible person…h(huán)ow to live a life in the hearing world.” (Disability Office Administrator)Deaf students are con

28、crete thinkers.“Their strength is their concrete visual sensitivity, their ability to imitate and at art…but their logic and abstract thinking is way behind hearing students.” (College administrator),24,The Role of Sig

29、n Language in Education,Role of sign language is strongly debatedDeaf stress sign, hearing stress multiple methodsWhich sign: CSL or Signed Chinese?“… they have a different understanding a

30、bout how do you think about sign language. Sign language, should (it) be the main language for deaf people… (or) should deaf people have their hearing people’s spoken language as main language and use sign language as an

31、 assistance to facilitate them to learn the mainstreamed language?” (College administrator),25,The Role of Sign Language in Education, cont.,Beginning interest in bilingual/bicultural ideas.“In

32、China we are talking about bilingual and bicultural. Now many people come to agreement instead of arguing and debating…” (College administrator),26,Chinese Sign Language (CSL),“deaf use word order of CSL dialect, so hear

33、ing think the deaf do not have good language but deaf think they are fine because it is correct in CSL” (faculty)“It is very important to understand the grammar of CSL but we teach only limited time with deaf students

34、and there are many different sign dialects.” (college administrator and faculty),27,Positive Assumptions,Deaf students are highly motivated to learnRespondents agreed that “…many deaf high school students have and

35、 have expressed a strong desire to continue to go to college after they graduate.” (High school administrator)Deaf students have very strong visual ability “Deaf students can’t hear but they have strong visual ability

36、…in visual art field, deaf students and hearing students are equal.” (College administrator),28,Accommodations,Segregated classesCurriculum modification Interpreting /Signing in class onlyTutoring by hearing peers and

37、 facultyProgramming for social interactionHighlighting deaf role modelsOrientation for hearing faculty and students (be patient and helpful),29,Majors,Primarily art and computersWhy are choices of a Major limited?

38、1.“Suitability”VisualCommunicationAcademic ability (lack of prerequisite knowledge)2. Low expectations, but sometimes deaf students’ achievements surprised the faculty: “College teachers now know that deaf stude

39、nts study skills are very strong. They have a new way of looking at deaf students.” (Deaf respondent),30,Jobs: The Marketplace,1. Majors tied to market demands“At the beginning when we are thinking about majors we ar

40、e taking the employment situation and what is suitable for them into consideration.”(College administrator)2. Government quotas (each unit must hire about 1.5% of employees with disabilities)3. Welfare factories for

41、 deaf employees4. Difficult to partner for work experience,31,Jobs: Suggestions,College owned factories for experienceGovernment incentives for partnershipsJob fairs,32,Goal: Improve Upper Secondary

42、Education,“Deaf people can do better jobs such as electronic area work. However because the basic level education in math and physics is poorly developed, students cannot take more difficulty courses at college level”

43、 (Deaf respondent),Need to increase teacher trainingNeed standard upper secondary school textbooksEstablish more upper secondary schools for the deaf“We do not have enough high schools of the deaf.” (College admi

44、nistrator),33,Goal: Improve College Entrance Exams,“The college entrance exam is the directing stick.” (College administrator)“As a college we want students with comprehensive knowledge while hi

45、gh schools focus on having more students pass the college entrance exam.” (College administrator),Need to increase the level of college entrance examsBecause teachers teach only what is on the exam, exams designed b

46、y each college need to be broadened.,34,Goal: Improve Faculty Training,Colleges need to; “…h(huán)ire teachers who have high level of competence, responsibility and proficiency in sign language.” (Deaf respondent),Bette

47、r knowledge about deaf people and educationImproved teaching methods –more creative, more individual, and more visualSign language trainingMore deaf teachers trained and employed,35,Goal: Improve Resources & A

48、ccess,Obtain updated software and textbooksIncrease computer accessIncrease study space,36,Goal: Create New College Opportunities for Deaf People,Wider range of majors for deaf studentsOffer higher degrees for d

49、eaf studentsEstablish programs in more regions Provide support services such as interpreters for access to mainstream classes.Create transition programs to Bachelor degree programs,Beijing Union University,37,Goal: Pa

50、rtnerships,Create partnerships with industry for work experienceCreate partnerships with deaf communityCreate partnerships with deaf alumni,38,Recommendations: Learning from Deaf People’s Accomplishments,Show videot

51、apes of successful deaf models in many fieldsCreate such videotapes within China or with Chinese deaf abroadHave conversations via teleconference with successful deaf individuals,39,Goal:Increase Government Support,

52、Funding and resourcesMore college autonomyPromote public awareness of deaf people’s abilities,“…a college needs less control by the local region….” “You have to go through layers and layers of approval [for change].

53、”(Deaf respondent),40,Goal:National & International Contacts,“Increase the interaction and cooperation of local, regional, and international cooperation in the field of deaf education.” (College administrat

54、or)Teacher/faculty exchangesConnect with Deaf community organizationsResearch initiatives,41,Conclusion,Changes should be considered within the historical, economic, and cultural context of ChinaRapid progress is be