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

Ronald J. Sternand

Hedy Udkovich-Stern

A Bit about UsO Yes, we are Mr and MrsO Yes, we are also ParentsO Yes, we grew up in the Deaf Education system O Yes, we fretted over our own Children’s educationO Yes, we now have a nearly 2 year old

Granddaughter whose education is important to usO Yes, we are educators ourselves – Ron is the

Superintendent of NMSD where Hedy is the Family Support Specialist

O Yes, we value the status of schooling for each and every D/HH child

What Goes in the Minds of Families

O That one of their children is Deaf is a given

O Confusion often reigns over what course of action to take

O Paramount is staying at Home and being within the Family circle

O Advice is often ear/mouth orientedO Feelings of isolation and of the unknownO But for a certain, they want the best

But...What does the Child Want?

O Foremost and above all, the love of Parents and Family

O And a close second, being able to communicate and converse with them and within his environment

O Being able to do so in a natural and easy way

O Being a vital part of everyday doings and going-ons

O Being included in everything – fully and truly

And Now It’s Time for School

O The earlier (earliest, actually), the betterO What is the Child capable of doingO What is the Family doing at Home

alreadyO Is the Deaf Community involvedO Is there a critical mass of peersO Are the teachers and other school

professionals trained in working with the Deaf

Is the Family Receiving Support?

O STEP-Hi Based Programs (communication, language, ASL, and family involvement)

O Deaf Mentors (ASL, Deaf Community, rapport)

O Deaf Community eventsO Classes/programsO Specialists (SLP, Audiologist)O State-wide Educational ConferencesO Family-based ConferencesO 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 QuestionsO How is your child allowed to be social

and communal at home? At school?

O 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…O As title of presentation attests, guiding

principles are critical yet elusiveO However, collaboration with key people

and Deaf professionals, chances of fulfillment for Deaf children as well as for their Families are high

O We believe our Alia will do well because of her parents’ commitment

O And we hope and want the same for you all