THf, USD OF VIDEO CLPPINC IN TEACHING WITH HEARING ...

Howcycr, spelli.S ability ws nol ss@iared with Dy oi rhc orhq n66 apon
h is well kioM fal rhal ldg@ge developme h difticutt for childlen wilh
h€ing inpoinenl. Linguistic @hpeidcy is nol4y belse it is nol a iaughr skill
dat @ be le@cd. For deaf child tne o.r!d h complicaled. Tcachers e doing rhen
besr to delivq what they know. Unfortualely, they .lo no1 halc dc tools dd
opponutuly lo r@h laguage ro deaf childrch. Mosr of $e teaches ue
bilinguatbiculturd arld whote l&8ugc atp@h$ ro ieeh fien bul for rh. def
theF apprcacnes a€ @n1rcve6iat ed prcbtcnaijc lor the ieching of reading. Io
wholc lagu€e appro&h th€ te@cr lrics lo l.m ro Eld while looking lne
fed.m@lal @rry of 1n.ldgqse nre @ of ASL s bilineual apForcb is lgain
nor beneliciol4 il h4 oot ben evalured fo. ns cfielilocs' The dqf cl ldM,
Lheelbrc, do nol lem the appmpiial€ lmguae ski s. DE to ihe t&t of ldguge
stills, advoc€d lil@y (Eiding ed Miling) skills e ior &hi€ved by chitdFn wirh
Lir.,ic!
Lile&cy s a std h rcquiEd for dy p€en b be edMlcd ed |o lad @
mdependenl life. DifleEnt Fopte have difeEni definitions ed m6in8 tor lircncr.
1'o dev€lop a Seoedl uddr.ndil8 atour tit@y, d.finilions by dillcEnr
or8oiations or ciFft re 8i!o hcE.
Lierac) is$eobrlnJ ro@ tdeuse &d rmag6 in nch ed vded
@. Mle, rr{kn.spcat. vi.w. Eprcenl. md drntcnlicallJ abour
emDt* 6 to shd€ infomatioo ro Inr@r w||h otlEE, &d b hate
(onhrio Edlcarion for All, 2004)
Lirerey n als lnom 6:
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