Critical Yet Elusive Guiding Principles for Parents of the D/HH

Critical Yet Elusive Guiding Principles for Parents of the D/HH Ronald J. Stern and HedyUdkovich-Stern

A Bit about Us • Yes, we are Mr and Mrs • Yes, we are also Parents • Yes, we grew up in the Deaf Education system • Yes, we fretted over our own Children’s education • Yes, we now have a nearly 2 year old Granddaughter whose education is important to us • Yes, we are educators ourselves – Ron is the Superintendent of NMSD where Hedy is the Family Support Specialist • Yes, we value the status of schooling for each and every D/HH child

What Goes in the Minds of Families • That one of their children is Deaf is a given • Confusion often reigns over what course of action to take • Paramount is staying at Home and being within the Family circle • Advice is often ear/mouth oriented • Feelings of isolation and of the unknown • But for a certain, they want the best

But...What does the Child Want? • Foremost and above all, the love of Parents and Family • And a close second, being able to communicate and converse with them and within his environment • Being able to do so in a natural and easy way • Being a vital part of everyday doings and going-ons • Being included in everything – fully and truly

And Now It’s Time for School • The earlier (earliest, actually), the better • What is the Child capable of doing • What is the Family doing at Home already • Is the Deaf Community involved • Is there a critical mass of peers • Are the teachers and other school professionals trained in working with the Deaf

Is the Family Receiving Support? • STEP-Hi Based Programs (communication, language, ASL, and family involvement) • Deaf Mentors (ASL, Deaf Community, rapport) • Deaf Community events • Classes/programs • Specialists (SLP, Audiologist) • State-wide Educational Conferences • Family-based Conferences • Family to Family

Finding the Right School Consider: • critical mass of peers • quality of instructional process • educational backgrounds of faculty and staff • overall expectations • whole child focus • role models • respect of cultures • full spectrum of communication approaches • involvement in school activities and programs • teamwork of school personnel

Family Involvement – What is Desirable Each school should welcome family involvement: • family visits • family volunteer opportunities • family workshops • family classes • family meetings with staff • family communication support – interpreters • family to be considered integral part of school • family opportunities to mingle with staff and students

Teachers very much welcome… Family partnership and support: • homework • reading, reading, reading • discussions of all sorts with child • involvement of child in daily routines • shared high expectations • utilization of community resources • open-ended collaboration

What are the Possible Outcomes With family involvement and strong partnership with the school: • higher performance scores • more self-confidence • goals for oneself • stronger communication skills • language and literacy skills • willingness to participate in family and community events • brighter future

Discussion Questions • How is your child allowed to be social and communal at home? At school? • Re: Collaboration between parents and professionals/schools, if you could change or improve one thing given your role and where you are, what would it be?

In conclusion… • As title of presentation attests, guiding principles are critical yet elusive • However, collaboration with key people and Deaf professionals, chances of fulfillment for Deaf children as well as for their Families are high • We believe our Alia will do well because of her parents’ commitment • And we hope and want the same for you all

Critical Yet Elusive Guiding Principles for Parents of the D/HH