sexta-feira, 30 de agosto de 2013

A biomedicina - Engenharia aplicada à Medicina - Scientists Grown Miniature Human Brains In Lab



Publicado em 28/08/2013
Miniature "human brains" have been grown in a lab in a feat scientists hope will transform the understanding of neurological disorders.

The pea-sized structures reached the same level of development as in a nine-week-old foetus, but are incapable of thought.

The study, published in the journal Nature, has already been used to gain insight into rare diseases.

Neuroscientists have described the findings as astounding and fascinating.

The human brain is one of the most complicated structures in the universe.

Scientists at Institute of Molecular Biotechnology of the Austrian Academy of Sciences have now reproduced some of the earliest stages of the organ's development in the laboratory.
Brain bath

They used either embryonic stem cells or adult skin cells to produce the part of an embryo that develops into the brain and spinal cord - the neuroectoderm.

This was placed in tiny droplets of gel to give a scaffold for the tissue to grow and was placed into a spinning bioreactor, a nutrient bath that supplies nutrients and oxygen.
Brain A cerebral organoid - the brown pigments are a developing retina

The cells were able to grow and organise themselves into separate regions of the brain, such as the cerebral cortex, the retina, and, rarely, an early hippocampus, which would be heavily involved in memory in a fully developed adult brain.

The researchers are confident that this closely, but far from perfectly, matches brain development in a foetus until the nine week stage.

The tissues reached their maximum size, about 4mm (0.1in), after two months.

The "mini-brains" have survived for nearly a year, but did not grow any larger. There is no blood supply, just brain tissue, so nutrients and oxygen cannot penetrate into the middle of the brain-like structure.

One of the researchers, Dr Juergen Knoblich, said: "What our organoids are good for is to model development of the brain and to study anything that causes a defect in development.

"Ultimately we would like to move towards more common disorders like schizophrenia or autism. They typically manifest themselves only in adults, but it has been shown that the underlying defects occur during the development of the brain."

The technique could also be used to replace mice and rats in drug research as new treatments could be tested on actual brain tissue. I think it's just mindboggling"

Prof Paul Matthews Imperial College London
'Mindboggling'

Researchers have been able to produce brain cells in the laboratory before, but this is the closest any group has come to building a human brain.

The breakthrough has excited the field.

Prof Paul Matthews, from Imperial College London, told the BBC: "I think it's just mindboggling. The idea that we can take a cell from a skin and turn it into, even though it's only the size of a pea, is starting to look like a brain and starting to show some of the behaviours of a tiny brain, I think is just extraordinary.

"Now it's not thinking, it's not communicating between the areas in the way our brains do, but it gives us a real start and this is going to be the kind of tool that helps us understand many of the major developmental brain disorders."

The team has already used the breakthrough to investigate a disease called microcephaly. People with the disease develop much smaller brains.

By creating a "mini-brain" from skin cells of a patient with this condition, the team were able to study how development changed. It's a long way from conscience or awareness or responding to the outside world. There's always the spectre of what the future might hold, but this is primitive territory"

Dr Zameel Cader ohn Radcliffe Hospital

They showed that the cells were too keen to become neurons by specialising too early. It meant the cells in the early brain did not bulk up to a high enough number before specialising, which affected the final size of even the pea-sized "mini-brains".

The team in Vienna do not believe there are any ethical issues at this stage, but Dr Knoblich said he did not want to see much larger brains being developed as that would be "undesirable".

Dr Zameel Cader, a consultant neurologist at the John Radcliffe Hospital in Oxford, said he did not see ethical issues arising from the research so far.

He told the BBC: "It's a long way from conscience or awareness or responding to the outside world. There's always the spectre of what the future might hold, but this is primitive territory."

Dr Martin Coath, from the cognition institute at Plymouth University, said: "Any technique that gives us 'something like a brain' that we can modify, work on, and watch as it develops, just has to be exciting.

"If the authors are right - that their 'brain in a bottle' develops in ways that mimic human brain development - then the potential for studying developmental diseases is clear. But the applicability to other types of disease is not so clear - but it has potential.

quarta-feira, 28 de agosto de 2013

Vila Real_UTAD cria banco solidário de tecnologias de apoio para portadores de deficiência e idosos




Vila Real_UTAD cria banco solidário de tecnologias de apoio para portadores de deficiência e idosos


Publicado em 12/04/2013
O Banco de Empréstimo de Tecnologias de Apoio (BETA) disponibiliza cerca de 450 produtos de apoio para pessoas com deficiência e idosos nas áreas da mobilidade, habitação, cuidados pessoais, comunicação e informação, recreação e lazer, terapia e treino. São produtos comerciais usados ou concebidos e adaptados na UTAD. A maioria dos produtos foi doada pela fundação sueca AGAPE, estando a ser inspecionados e reparados pelos alunos de Engenharia de Reabilitação. O serviço de empréstimo de Tecnologias de Apoio do CERTIC abrange a área geográfica do distrito de Vila Real. Podem candidatar-se ao serviço do BETA cidadãos com deficiência ou incapacidade, de natureza permanente ou temporária, a residir no distrito de Vila Real. As pessoas interessadas, podem consultar os produtos disponíveis e o regulamento do serviço na Internet no endereço, www.beta-vilareal.net, devendo depois preencher um formulário do pedido de empréstimo. O empréstimo será efetuado após uma avaliação das necessidades e dos produtos mais adequados. O empréstimo dos Produtos de Apoio é gratuito mas implica a entrega de uma caução (reembolsável) de acordo com o tipo de equipamento e em valor a definir pelo CERTIC.


Francisco Godinho - Centro de Engenharia de Reabilitação e Acessibilidade


Jornalista: Patrícia Canelas

Repórter de Imagem: Tiago Gonçalves

Exoesqueleto criado por engenheiros faz pessoa com deficiência voltar a andar

Enviado em 12/01/2011
Matéria exibida pelo Fantástico, em janeiro de 2010.

terça-feira, 27 de agosto de 2013

Seminário em 17 de outubro sobre TA e Acessibilidade no IEP

“Tecnologias assistivas e acessibilidade na área cultural”

CONVITE
A Seção Braille da Biblioteca Pública do Paraná convida para a palestra:
Tecnologias assistivas e acessibilidade na área cultural”
Ministrada pelo historiador e Mestre em Mídias educacionais pela Universidade de Londres, professor Antonio Simão Neto, que atualmente mora em Genebra e presta consultoria em diversos projetos culturais.
Nesta palestra, o professor apresentará avanços tecnológicos recentes, a universalização do uso de recursos digitais, com redução de custos de hardware e de serviços, assim como recursos e práticas que possibilitam ações assistivas em museus, galerias, bibliotecas e espaços culturais.
O evento acontecerá dia 18/09/13, às 14h, no auditório Paul Garfunkel – 2º andar da Biblioteca Pública do Paraná, localizada na rua Cândido Lopes, 133 - Curitiba/Paraná.
Inscrições para emissão de certificados devem ser feitas com ao menos dois dias de antecedência pelo telefone:

sexta-feira, 23 de agosto de 2013

Um apoio inestimável ao Seminário IEP

Sergio Yamawaki
14:50 (12 minutos atrás)
para mim
Olá Cascaes,
Fiquei feliz em saber que você está articulando um evento sobre Acessibilidade a ser realizado pelo IEP. Sem dúvida, este assunto tem enorme importância e desde já podes contar comigo, eu te ajudo a organizar este evento.
 
No dia 04/08/13 realizamos o II Seminário Internacional de Acessibilidade em Foz do Iguaçu pelo CREA-PR e foi um sucesso.
Fiz uma palestra de uma hora sobre o tema: Tecnologias Assistivas apontando divesras soluções tecnológicas para a acessibilidade.
Constatei que a grande maioria, mesmo os que atuam desenvolvendo projetos para acessibilidade, não tem conhecimento sobre as tecnologias assistivas.
 
Um grande abraço,
 
 
Sergio Yamawaki
Diretor de Negócios
Sysmob Tecnologias
(41)3668-0502 /9917-5741 vivo /9889-1222 tim

terça-feira, 20 de agosto de 2013

Engenharia e a inclusão, acessibilidade e autonomia

Engenharia e a inclusão, acessibilidade e autonomia
Idosos, PcD, TA e a Engenharia

Objetivo:

Discutir e apresentar o estado da arte e questões estratégicas sobre a tecnologia (próteses, equipamentos, P&D) a favor das pessoas com deficiência, idosos e gente com restrições graves temporárias.

Ênfase no potencial paranaense.

Formato:

Seminário dividido em cinco etapas (um dia) mais a abertura no IEP com a seguinte sequência:

Abertura do Seminário

Abertura e apresentação dos debatedores  e palestrantes

Primeira etapa:

O que é acessibilidade, inclusão e autonomia e exemplos e soluções em Curitiba. Legislação e padrões técnicos.
 especialistas, se possível  engenheiros e um bom advogado dedicado ao tema.

Segunda etapa:

A Tecnologia Assistiva, estado da arte e potencial de evolução nos próximos anos (sem futurismo exagerado, pesquisas em andamento, protótipos).

Intervalo para almoço

Terceira etapa:

Depoimentos de PcD e idosos.

Quarta etapa:

Conclusões e propostas do IEP.

À noite

Mesa Redonda e Encerramento

Data sugerida:

17 de outubro de 2013

Custos


1.       Lanches, água mineral, cafezinho, secretaria.
2.       Assessoria jornalística – mídia
3.       Gravações
4.       Lançamento de livros
5.       Elaboração de registros e memória do seminário

Pedido: Solicitamos parceiros e patrocinadores



João Carlos Cascaes
3242 7082, 9683 1003
Rua Dorival Pereria Jorge, 282, Vila Izabel, Curitiba, 80320-060




Uma nova ferramenta chamada YouDescribe permite que você grave uma audiodescrição para vídeos publicados no Youtube. Após gravar sua descrição, uma nova versão do vídeo será criada.



De: Regiane De Cassia Ruivo Maturo [mailto:Regiane.Maturo@sesipr.org.br]
Enviada em: terça-feira, 20 de agosto de 2013 13:36
Assunto: Ferramenta que permite gravar audiodescrição para vídeos do Youtube


Posted: 16 Aug 2013 02:15 PM PDT
Uma nova ferramenta chamada YouDescribe permite que você grave uma audiodescrição para vídeos publicados no Youtube. Após gravar sua descrição, uma nova versão do vídeo será criada. Assista a...http://feeds.feedburner.com/~r/BlogDaAudiodescricao/~4/9fknIpdEq-Y?utm_source=feedburner&utm_medium=email





Regiane Ruivo Maturo
Responsabilidade Social
Sesi
(41) 3271-9237

Surdocegueira - O Sentido do Mundo pelo Tato.mp4



Publicado em 26/11/2011
Filme, produzido pelo Instituto Nacional de Educação de Surdos - INES, com o objetivo de promover informações sobre a sindrome da Surdocegueira.
Postado neste canal para fins didático-pedagógicos.
Espero que aproveitem as informações de maneira proveitosa para seu fazer educacional e social.

Helen Adams Keller

Helen Adams Keller (Tuscumbia27 de junho de 1880 — Westport1 de junho de 1968) foi uma escritora, conferencista e ativista social estadunidense.

Índice

  [mostrar

Biografia[editar]

Nascida no Alabama, ela provou que deficiências sensoriais não impedem a obtenção do sucesso. Helen Keller ficou cega e surda, desde tenra idade, devido a uma doença diagnosticada na época como "febre cerebral" (hoje acredita-se que tenha sido escarlatina). Ela sentia as ondulações dos pássaros através dos cascos e galhos das árvores de algum parque por onde ela passeava.
Tornou-se uma célebre escritora, filósofa e conferencista, uma personagem famosa pelo extenso trabalho que desenvolveu em favor das pessoas portadoras de deficiênciaAnne Sullivan foi sua professora, companheira e protetora. A história do encontro entre as duas é contada na peça The Miracle Worker, de William Gibson, que virou o filme O Milagre de Anne Sullivan, em 1962, dirigido por Arthur Penn (em Portugal, O Milagre de Helen Keller)...

Vida[editar]

Em 1904 graduou-se bacharel em filosofia pelo Radcliffe College, instituição que a agraciou com o prêmio Destaque a Aluno, no aniversário de cinquenta anos de sua formatura. Falava os idiomas francês, latim e alemão.
Ao longo da vida foi agraciada com títulos e diplomas honorários de diversas instituições, como a universidade deHarvard e universidades da EscóciaAlemanhaÍndia e África do Sul. Em 1952 foi nomeada Cavaleiro da Legião de Honra da França. Foi condecorada com a Ordem do Cruzeiro do Sul, no Brasil, com a do Tesouro Sagrado, noJapão, dentre outras.
Foi membro honorário de várias sociedades científicas e organizações filantrópicas nos cinco continentes.
Em 1902 estreou na literatura publicando sua autobiografia A História da Minha Vida. Depois iniciou a carreira no jornalismo, escrevendo artigos no Ladies Home Journal. A partir de então não parou de escrever.

Socialista1 , era filiada ao Partido Socialista da América (SPA), onde desenvolveu uma intensa luta pelo sufrágio universal, ou seja, pelo direito a voto às mulheres, negros, pobres etc. Em 1912 se filiou à Industrial Workers of the World (IWW ou "os Wobblies"), passando a defender um sindicalismo revolucionário2 .

Helen Keller - ‎The Miracle Worker (1962 film)



Helen Keller - ‎The Miracle Worker (1962 film) .This movie was made just in the year 2000..
QUICK FACTS : ((http://www.biography.com/people/helen...))
Name: Helen Keller 
Occupation: Educator, Activist, Journalist
Birth Date: June 27, 1880
Death Date: June 01, 1968
Education: Horace Mann School for the Deaf, Wright-Humason School for the Deaf, Cambridge School for Young Ladies, Radcliff College
Pace Of Birth: Tuscumbia, Alabama
Place Of Death: Easton, Connecticut
Full Name: Helen Adams Keller

"Helen Adams Keller was born on June 27, 1880 in Tuscumbia, Alabama. In 1882, she fell ill and was struck blind, deaf and mute. Beginning in 1887, Keller's teacher, Anne Sullivan, helped her make tremendous progress with her ability to communicate, and Keller went on to college, graduating in 1904. In 1920, Keller helped found the ACLU. During her lifetime, she received many honors in recognition of her accomplishments."

BEST KNOWN FOR
"American educator Helen Keller overcame the adversity of being blind and deaf to become one of the 20th century's leading humanitarians, as well as co-founder of the ACLU."

For more information visit:
╚►htt://www.biography.com/people/helen-k­eller-9361967

ORIGINAL VERSION:
╚►http://www.youtube.com/watch?v=_4XJ-h...

BLACK AND WHITE VERSION:
╚►http://www.youtube.com/watch?v=A47p6h...
----------------------------------------­----------------------------------------­------
Have a great day =))

ADD ME ON FACEBOOK :
╚► https://www.facebook.com/pionela143?r...

SUBSCRIBE ME :
╚► http://www.youtube.com/user/PEarLyPiO.

Enviado em 02/01/2011 Aos 44 anos, Carolina Ferreira Canais é a primeira aluna surda-cega a frequentar o ensino superior. Ingressou este ano na licenciatura em Língua Gestual Portuguesa, na Universidade Católica, e deseja tornar-se escritora.

Surdocegos em busca da comunicação



06/2012
direção e roteiro:
Christian Camilo, Fabíola Panegassi
produção e pesquisa:
Alcione, Brunas Fascina, Christian Camilo, Fabíola Panegassi.

Comunicação Alternativa - Atividade preparatória para uso de pranchas de comunicação - 03/05


nviado em 18/03/2011
Comunicação Alternativa - Atividade 03/05

Atividade preparatória para uso de pranchas de comunicação.

Professoras: Thais e Rosimere.

APACD - Ponta Grossa - PR

rosimereoteka@pop.com.br
thaiscastanho@bol.com.br

Tomás - Comunicação alternativa no Tablet IPad com o Talk Board.



Publicado em 22/07/2012
Pessoal, aqui está um video que pais, terapeutas e educadores me pediram a respeito da utilização do tablet IPad com o programa Talk Board, para comunicação alternativa.

Notem que criei algumas tábuas seguindo alguns critérios. Essa tábuas podem ser alteradas sempre que houver necessidade.
Adotei alguns procedimentos na elaboração e na apresentação do programa para o Tomás. Para que ele tenha independência e saiba utilizá-lo.

Lembrem-se que esse trabalho que criei foi específico para o Tomás.
Portanto, vocês podem adaptar e criar as tabuas no programa obedecendo a necessidade da criança que for utilizá-lo.

Espero que esse vídeo possa ajudar vocês.
Bom trabalho e boa sorte a todos!

Julho/2012.

Comunicação Alternativa - Atividade preparatória para uso de prancha

domingo, 18 de agosto de 2013

Construir uma Escola Inclusiva - Tijolos de Sonho

nviado em 30/10/2009
Vídeo de um trabalho para a a disciplina de Necessidades Educativas Especiais, no ambito de promover a Escola Inclusiva.

A música é simplesmente maravilhosa. Chama-se Tijolos de Sonho e é dos G2.

Espero que gostem!

E Viva a Inclusão!


novas tecnologias para deficientes (sic)



Marcio Hernandez·886 vídeos

Estrutura e funcionamento do curso EAD: Atendimento Educacional Especializado e Tecnologia Assistiva



Publicado em 07/04/2013
Este vídeo apresenta a estrutura e o funcionamento do curso de Atendimento Educacional Especializado e Tecnologia Assistiva com enfoque na produção de recursos pedagógicos acessíveis e na comunicação alternativa promovido pela Assistiva: Tecnologia e Educação.

Imagens e links para textos, objetos, pesquisas etc. de TA

https://www.google.com.br/search?q=assistive+technology&hl=pt-BR&tbm=isch&tbo=u&source=univ&sa=X&ei=aTcRUomgNOyuyAGDx4BI&sqi=2&ved=0CFoQsAQ&biw=1280&bih=630#facrc=_&imgdii=_&imgrc=Tkg-Tu4csBcvDM%3A%3Bwvuhy6O58tkzUM%3Bhttp%253A%252F%252Fdissertation.ianpegg.com%252Fimages%252Ffig_10_assistive_technology_experience.gif%3Bhttp%253A%252F%252Fdissertation.ianpegg.com%252Fresearch_analysis%252F%3B439%3B251

Universidades e mais escolas para surdos

http://www.gallaudet.edu/

http://deafness.about.com/od/articlesandnewsletters/a/colleges.htm

Deaf education

From Wikipedia, the free encyclopedia



Contents

  [hide
Deaf education is the education of students with various hearing levels in a way that addresses 
the students' individual differences and needs. Ideally, this process involves the individually planned 
and systematically monitored arrangement of teaching procedures, adapted equipment and materials,
 accessible settings, and other interventions designed to help learners of various 
hearing levels achieve a higher level of personal self-sufficiency, and success in school
 and community than would be available if the students were only given access to a 
typical classroom education. With a long time of trying to improve Deaf Education, 
many countries focus on training teachers for deaf students, take lots of approaches 
to achieve the expected level of this particular education, and they also try to 
build associations to protect deaf students. Even though we are still facing many 
issues about Deaf Education in this world, but no country stops
 contributing themselves on this needed education.

 A class for students who are deaf, Kayieye, Kenya.

Identifying deaf students

Some children can be easily identified as candidates of deaf education from their audiogram or
medical history.

Individual needs

Deaf education programs should be customized to address each student's unique needs.
Deaf educators provide a continuum of services, in which deaf students receive in varying degrees
 based on their individual needs.It is essential for deaf education programs to be individualized
to address the unique combination of needs for each student.[1]
In the United States, Canada, and the UK, educational professionals used the initialism IEP
when referring to a student’s individualized education plan.

Methods of provision

Schools use different approaches to provide deaf educational services to identified students.
These can be broadly grouped into four categories, according to whether and how much contact
the deaf student has with non-deaf students (using North American terminology):
  • Inclusion: In this approach, students with deaf educational needs spend all, or at 
  • least more than half, of the school day with students who do not have deaf educational 
  • needs, because inclusion requires substantial modification of the general curriculum. 
  • Most schools use it only for selected students with mild to moderate deaf needs, 
  • or which is accepted as a best practice.[2][3] Specialized services may be provided inside 
  • or outside the regular classroom, depending on the type of services. Students may
  • occasionally leave the regular classroom to attend smaller, more intensive 
  • instructional sessions in a resource room, or to receive other related services that
  • might require specialized equipment or might be disruptive to the rest of the class, such 
  • as speech and language therapy.[4]
  • Mainstreaming refers to the practice of educating deaf students in classes
  •  with non-deaf students during specific time periods based on their skills. 
  • Deaf students are segregated in separate classes exclusively for the rest of the school day.[5]
  • Segregation in a self-contained classroom or special school: In this model, 
  • students with special needs spend no time in ordinary classes or 
  • with non-disabled students. Segregated students may attend the same school 
  • where regular classes are provided, but spend their time exclusively in a 
  • separate classroom for students with special needs. If their special class is 
  • located in an ordinary school, they may be provided opportunities for social 
  • integration, e.g., eating meals with non-disabled students.[6] 
  • Alternatively, these students may attend a special school.[5]
  • Exclusion: A student who cannot receive instructions in any schools is excluded 
  • from school. Historically, most deaf students have been excluded from school,[7] and 
  • such exclusion may still occur in some places as long as there is no legal mandate for 
  • special education services, such as in developing countries. It may also occur when a
  •  student is in hospital,[5] housebound,[5] or detained by the criminal 
  • justice system.[citation needed] 
  • These students may receive one-on-one instruction or group instruction. 
  • Students who have been suspended or expelled are not considered 
  • excluded in this sense.

Instructional strategies[edit source | editbeta]

There are some specialized instruction strategies used to teach deaf children.

Bilingual-bicultural education[edit source | editbeta]


The Alumni Hall, the middle and high school at Indiana School for the Deaf, a bilingual-bicultural school
In this educational method, deafness is not seen as a medical issue; it is instead seen as a cultural issue.[8] In the bilingual-bicultural program, it is advocated that children who are deaf are taught ASL as a first language, then are taught written and/or spoken English as a second language.[8][9] Bilingual-bicultural programs emphasize that English and ASL are equal languages, and they work to help children develop age-appropriate levels of fluency in both languages.[9] The bilingual-bicultural approach holds the belief that deaf children are visual learners as opposed to auditory learners.[8] Therefore,
classes should be conducted in a complete visual language.
Since American Sign Language and spoken English cannot be used
simultaneously for the fear of harming the accuracy and fluency of both,
American Sign Language alone with no oral language, or voice-off ASL,
is usually used. Many bilingual-bicultural schools have dormitories, and students
can either commute to school everyday or stay in a dormitory as part of the residential
program and visit their families on weekends and/or holidays and school vacations.

Auditory-oral and auditory-verbal education



The auditory-oral and auditory-verbal methods, sometimes referred to collectively as listening and spoken language, are forms of oral education.[10] These methods are based on the belief that a deaf child can learn to listen and speak so that his/her families do not need to learn sign language or cued speech.[11][12] These methods are presented as communication options, and they rely on a large amount of parental involvement.[11][12] Children
who use this option may be placed in a continuum of educational placements
 including oral schools, such as Clarke Schools for Hearing and Speech,
 self-contained classrooms for deaf students in public schools, or mainstream
classrooms with hearing students.[11][12][13]
Hubbard Hall is the main schoolbuilding at the Northampton campus of Clarke Schools
for Hearing and Speech, an oral school.

Mainstreaming and inclusion[edit source | editbeta]


Two interpreters working for a school
This educational method is what occurs when a deaf child attends public school in
regular classes for at least part of the school day.[14] Students may receive accommodations
such as itinerant teachersinterpretersassistive technology, notetakers, andaides.[15][16]
 Inclusion can have benefits including daily interaction with hearing students and the
 opportunity to live at home, but it can also have drawbacks such as isolation and
 limited availability of support.[15]

History of deaf education

John Bulwer, an English physician[17] wrote five works exploring the Body and
human communication, particularly by gestures. He was the first person in England to
propose educating deaf people, [18] the plans for an Academy he outlines in
 Philocophusand The Dumbe mans academie.

France[edit source | editbeta]

Charles-Michel de l'Épée pioneered deaf education in France. He was involved in charitable
                              work for the poor, and, on one foray into the slums of Paris,
he had a chance to encounter with two young deaf sisters who communicated using a
sign language. Épée decided to dedicate himself to the education and salvation of the deaf.
In 1760, he founded a school. In line with emerging philosophical thought of that time,
Épée came to believe that deaf people were capable of language and concluded that
they should be able to receive the sacraments and thus avoid going to hell. He began
to develop a system of instruction of the French language and religion. In the early 1760s,
his shelter became the world's first free school for the deaf, open to the public.[citation needed]

England[edit source | editbeta]

At the same time the first school set up for the purpose of teaching the deaf to speak
   and read in England was Thomas Braidwood's Academy for the Deaf and Dumb in
Edinburgh established in 1760s. The school moved to London in 1783 and was called
                          Asylum for the Support and Education of the Deaf and Dumb Children of the Poor.
Braidwood used an early form of sign language, the combined system, which was the forerunner of
                British Sign Language, recognized as a language in its own right in 2003.
 Braidwood's combined system that he pioneered is known among British Deaf historians as
 the Braidwoodian Method.[citation needed]
Under the management of Braidwood's nephew, the school ran very successful and was soon
expanding its premises. The example of this school stimulated the establishment of many others:
an Institution for the Instruction of the Deaf and Dumb opened in Edgbaston in 1814
followed by ones all across the country - Liverpool,
Edinburgh, ExeterManchester and Doncaster.[citation needed]

United States

Deaf education in the United States began in the early 1800s, when the Cobbs School, an oral
school, was established by William Bolling and John Braidwood, and the
Connecticut Asylum for the Deaf and Dumb, a manual school, was established by
Thomas Hopkins Gallaudet and Laurent Clerc. When the Cobbs School closed in 1816,
the manual method, which used American Sign Language, became commonplace in
deaf schools for most of the remainder of the century. In the late 1800s, schools
 began to use the oral method, which only allowed the use of speech, as opposed to
the manual method previously in place. Students caught using sign language in
oral programs were often punished. The oral method was used for many years
until sign language instruction gradually began to come back into deaf education.

Issues[

People often advocate for one of two broad categories in deaf education: manualism or oralism.
Manualism is the education of deaf students using sign language and oralism is the education of
 deaf students using oral language. Since the beginning of the 18th century, these two philosophies
have been on opposing sides of a heated debate that continues to this day, although many modern
deaf educational facilities attempt to integrate both approaches. The National Association of the
 Deaf advocates for a bilingual approach to best support deaf students in their education.[19]

National approaches

North America

In North America, deaf education is commonly denoted as DeafEd in a professional context.[citation needed]

United States

All deaf students receive an Individualized Education Program (IEP) that outlines how the
school will meet the student's individual needs. The Individuals with Disabilities Education Act
(IDEA) requires that students with special needs are provided with a Free Appropriate Public Education
 in the Least Restrictive Environment that is appropriate to the student's needs. Government-run
schools provide deaf education in varying degrees from the least restrictive settings, such as
full inclusion, to the most restrictive settings, such as segregation in a deaf school.[5] The education
offered by the school must be appropriate to the student's individual needs. Schools are
not required to maximize the student's potential or to provide the best possible services.
Like most of the developed countries, American schools are also required to provide
many medical services, such as speech therapy, if the student needs these services.

Canada

Europe

Asia

Nepal[edit source | editbeta]

Under law currently being enacted, deaf children in Nepal have the right to have free, qualified
education in line with the provisions of the UN Convention on the Rights of Persons with Disabilities
(UNCRPD). As yet, however, education in a school for the deaf is limited to some 13
dedicated schools for the deaf plus a slightly greater number of deaf resource classes located in
 regular schools. Theoretically, all these schools and classes are bilingual, with Nepali Sign Language
 and written Nepali being the medium of instruction. In practice, limited number of Deaf teachers and
the minimal training hearing teachers are given in Nepali Sign Language, much of the instruction in
these schools is via a pidginized form of Nepali Sign Language commonly referred to
 as Sign-Supported Nepali, and the teaching methodology tends towards some version
of the Simultaneous Communication variety of Total Communication.

Teacher training

Deaf education majors and degree programs offer training and certification in the education
of students with various hearing capabilities in a way that addresses the students' individual
differences and needs. Deaf education also includes the study of
special educationDeaf studieseducationsign language and Deaf culture
(not all programs include the study of the latter two).

University-based deaf education centers

United States[edit source | editbeta]

United Kingdom[edit source | editbeta]

New Zealand

The Netherlands

Deaf education associations

See also

References

  1. ^ Goodman, Libby (1990). Time and learning in the special education classroom. Albany, N.Y.: State University of New York Press. p. 122. ISBN 0-7914-0371-8OCLC 20635959.
  2. ^ Smith P (October 2007). "Have we made any progress, including students with intellectual disabilities in regular education classrooms?". Intellect Dev Disabil 45 (5): 297–309. doi:10.1352/0047-6765(2007)45[297:HWMAPI]2.0.CO;2PMID 17887907.
  3. ^ James Q. Affleck; Sally Madge, Abby Adams, Sheila Lowenbraun (1988-01). "Integrated classroom versus resource model: academic viability and effectiveness"Exceptional Children: 2. Retrieved 2010-05-29.
  4. ^ Bowe, Frank (2004). Making Inclusion Work. Upper Saddle River, N.J: Prentice Hall. ISBN 0-13-017603-6OCLC 54374653.
  5. a b c d e Karen Zittleman; Sadker, David Miller (2006). Teachers, Schools and Society: A Brief Introduction to Education with Bind-in Online Learning Center Card with free Student Reader CD-ROM. McGraw-Hill Humanities/Social Sciences/Languages. pp. 48, 49, 108, G–12. ISBN 0-07-323007-3.
  6. ^ Warnock Report (1978). "Report of the Committee of Enquiry into the Education of Handicapped Children and Young People", London.
  7. ^ Wolffe, Jerry. (20 December 2010) What the law requires for disabled students The Oakland Press.
  8. a b c Baker, Sharon; Baker, Keith (August 1997). "Educating Children Who Are Deaf or Hard of Hearing: Bilingual-Bicultural Education. ERIC Digest #E553"Education Resources Information Center. ERIC Clearinghouse on Handicapped and Gifted Children. Retrieved 23 January 2011.
  9. a b Marschark, Marc; Lang, Harry G; Albertini, John A. (2002). Educating Deaf Students. New York: Oxford University Press. p. 145.
  10. ^ Cole, Elizabeth B.; Flexer, Carol (2011). Children with Hearing Loss: Developing Listening and Talking (Second ed.). San Diego, CA: Plural Publishing. p. 348. ISBN 978-1-59756-379-6. "The two main Listening and Spoken Language approaches, historically, have been the Auditory-Verbal Approach (AV) and the Auditory-Oral Approach (A-O)."
  11. a b c Stone, Patrick (August 1997). "Educating Children Who Are Deaf or Hard of Hearing: Auditory-Oral. ERIC Digest #E551"Education Resources Information Center. ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved 4 February 2012.
  12. a b c Goldberg, Donald (August 1997). "Educating Children Who Are Deaf or Hard of Hearing: Auditory-Verbal. ERIC Digest #E552"Education Resources Information Center. ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved 4 February 2012.
  13. ^ There's a new kid in school (mov). Oral Deaf Education. Retrieved 4 February 2012.
  14. ^ Marschark, Marc; Lang, Harry G; Albertini, John A. (2002). Educating Deaf Students. New York: Oxford University Press. p. 143.
  15. a b Nowell, Richard; Innes, Joseph (August 1997). "Educating Children Who Are Deaf or Hard of Hearing: Inclusion. ERIC Digest #E557".Education Resources Information Center. ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved 25 January 2011.
  16. ^ "School Placement Considerations for Students Who are Deaf and Hard of Hearing". Hands and Voices. 2005. Retrieved 23 January 2011.
  17. ^ Wollock, J (1996). John Bulwer and his Italian sources. In Mirko Tavoni (Ed.), Italia ed Europa nella linguisticadel Rinascimento, Atti del convegno internazionale, 20–24 March 1991, Ferrara, p.419
  18. ^ Dekesel, K. (1992) John Bulwer: The founding father of BSL research, Signpost, Winter 1992 & Spring 1993 P11-14 & p36- 46
  19. ^ National Association of the Deaf, http://www.nad.org/issues/education/k-12/dual-language-development-and-use-educational-environment-position-statement
  20. ^ [1]
  21. ^ "California State University website". Csun.edu. Retrieved May 2013.
  22. ^ "UCLAN - Deaf Studies". Uclan.ac2.com. Retrieved May 2013.
  23. ^ "Bristol University | Centre for Deaf Studies | Welcome to the Centre for Deaf Studies". Bris.ac.uk. Retrieved May 2013.
  24. ^ [2][dead link]