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Proposal for setting up bilingual preschool class at Amity's Rehabilitation Center for the Deaf Children in Nanjing School for the Deaf
Background Information
According to statistics, there are about 1.8 million deaf children under the age of 14, of these, about 800,000 are of preschool age. In 1998, The Chinese Government started to pay attention to the rehabilitation work of the hearing impaired children before school age in the aim of bringing them into the sound of the world.
1. Setting up Amity Rehabilitation Center for the Deaf Children in Nanjing in 1998
With this background, the Amity Foundation, in cooperation with Nanjing School for the Deaf, set up the Amity Rehabilitation Center for the Deaf Children (ARCDC) in 1998. The Center, as one of the first few Centers of its kind in China at that time, aimed to contribute the pioneering work of the rehabilitation services for the hearing impaired at the preschool age children.
According to our past years experience of the work in the ARCDC, we have learned that speech training is successful for some deaf children who have good residual hearing abilities, but is quite difficult for the majority deaf children who are with profound and severe deafness.
In China, the mainstream ratio of the deaf children in the preschool speech training rehabilitation programs is about 15%, the ration set by China Federation for the Disabled. So, most of those deaf children after the preschool speech training rehabilitation programs (where signing is not allowed) have to og to study in the Deaf Schools where signed Chinese is used for the teaching.
The fact is that by the time the children being asked to og to the Deaf School at the age of 7 or 8, they have mastered neither Chinese nor sign language. This causes tremendous dealy in their knowledge gaining and creates many difficulties in their school study.
2. Learning the bilingual approach in deaf education in England in 1995
In Oct., 1995, invited by the Center for Deaf Studies, Bristol University, England, Ms An An Wu, from the Amity Foundation lead the three teachers from ARCDC to England and paid a 3-week study visit on the bilingual education programs for the deaf children there. During the trip, we were introduced the concept of bilingual approach in deaf education and visited its related early intervention and preschool programs.
The trip have widely opened us eyes and broadened our knowledge in deaf education. We realized that being deaf is not a barrier to learning and the deaf children can learn as well as any child if right communication is used and a fluent sign language to be developed before their school age. The important point is to develop their first language, which is sign language, as early as possible. And, if deaf children are provided with an environment of high level of their natural sign language and their country language (English or Chinese) with a well-taught curriculum, they can reach their full potential like all children.
We have also learned that deaf people should be recognized as a special group of people in Chinese society. There should be recognition that deaf people have their own language and culture, and also a very high potential. And, in order to help deaf children achieve good language skills, deaf people need to be involved in their education.
Developement of bilingual projects in China since 1996
1. Setting up the experimental bilingual project in CDC in March 1996
The Amity Foundation, again in cooperation with the Nanjing School for the Deaf, decided to set up the experimental bilingual project in ARCDC to pioneering the bilingual approach for the education of the deaf children in China according to the Chinese context.
The experimental bilingual preschool project was officially established in March 1996, which enrolled 6 children at the age about 3. Two deaf teachers and one hearing teacher have provided a sign language-rich environment and this has been used to support the development of early literacy skills. It has also resulted in healthy social and emotional development in the children concerned. These children are developing very well now. They are very active in the class and are learning at the same level as the children in the ordinary school.
2. Training courses were conducted
Organized by the Amity Foundation, two short term training coursed were conducted in Nanjing on the bilingual approach in deaf education for head teachers, deaf and hearing staff, special education officials at provincial level in Jiangsu by the British experts in the field in March 1998 and May 1999. The training has led to additional experimental projects in other schools in China initiated by the teachers themselves following the workshops.
Developing the bilingual approach in China needs outside support
Although the enthusiasm in developing the bilingual approach in deaf education in China is evident, we, at Amity, are concerned in its successful development. There is clearly a need for this good initial process to be supported and guided over a reasonably substantial period of time by experienced prectitioners in education and research from the countries where the bilingual approach has been the education policy for the deaf, such as Norway and Denmark. (The British counterparts couldn't find funding for them to continue their activity in the Amity Experiment Bilingual Project in 2000 and there is little hope for them to get money for this project in the future.)
Project Proposal for Areopagos Norway
This Proposal of Amity is in two distinct parts: one is the development of practice through training and consultancy based on the Amity's Experimental Bilingual Project; The second is establishing Chinese research into Chinese sign language.
(1) Aims.
To future develop understanding and implementation of bilingual practice, a Training Manual and Video would be extremely useful. These will clearly explain the bilingual concept and practical approach in the Chinese context. Teachers and educational officials will be able to use this to train others within their schools/rehabilitation centres, and to ensure there is consistent and appropriate implementation.
(2) Training Workshops.
To continuing training, workshops should take place in the ARCDC and other designated schools/rehabilitation centers who have demonstrated commitment to developing their practice in bilingualism. This will ensure coherent and systermatic development.
(3) Working with families.
To train hearing and deaf staff to work with families on an understanding of the bilingual approach, developing a positive attitude towards being deaf, understanding of deaf culture and identity, and improving sign language skills.
(4) Evaluation and target setting.
The foreign experts and the staff from the Amity Bilingual Project to evaluate the progress in individual schools and rehabilitation centers and to suport the setting of targets for further development to be carried through by the staff themselves.
(5) Management.
The projects is overseen by Wu An An, the Director of the Social Welfare Division, the member of the Leading Committee of ARCDC, who established the Amity Experimental Bilingual Project in Nanjing and contributed to the training of staff in the past with a thorough knowledge of the bilingual approach.
Part Two: Sign Language Research
(1) Training in research methods;
(2) Exchange of research personell;
Timescale
This is a five-year project, to enable bilingualism to be firmly established in China.
Budgets
To be worked out later after the first visit of the Norwegian partners from Areopagos.
Background Information
According to statistics, there are about 1.8 million deaf children under the age of 14, of these, about 800,000 are of preschool age. In 1998, The Chinese Government started to pay attention to the rehabilitation work of the hearing impaired children before school age in the aim of bringing them into the sound of the world.
1. Setting up Amity Rehabilitation Center for the Deaf Children in Nanjing in 1998
With this background, the Amity Foundation, in cooperation with Nanjing School for the Deaf, set up the Amity Rehabilitation Center for the Deaf Children (ARCDC) in 1998. The Center, as one of the first few Centers of its kind in China at that time, aimed to contribute the pioneering work of the rehabilitation services for the hearing impaired at the preschool age children.
According to our past years experience of the work in the ARCDC, we have learned that speech training is successful for some deaf children who have good residual hearing abilities, but is quite difficult for the majority deaf children who are with profound and severe deafness.
In China, the mainstream ratio of the deaf children in the preschool speech training rehabilitation programs is about 15%, the ration set by China Federation for the Disabled. So, most of those deaf children after the preschool speech training rehabilitation programs (where signing is not allowed) have to og to study in the Deaf Schools where signed Chinese is used for the teaching.
The fact is that by the time the children being asked to og to the Deaf School at the age of 7 or 8, they have mastered neither Chinese nor sign language. This causes tremendous dealy in their knowledge gaining and creates many difficulties in their school study.
2. Learning the bilingual approach in deaf education in England in 1995
In Oct., 1995, invited by the Center for Deaf Studies, Bristol University, England, Ms An An Wu, from the Amity Foundation lead the three teachers from ARCDC to England and paid a 3-week study visit on the bilingual education programs for the deaf children there. During the trip, we were introduced the concept of bilingual approach in deaf education and visited its related early intervention and preschool programs.
The trip have widely opened us eyes and broadened our knowledge in deaf education. We realized that being deaf is not a barrier to learning and the deaf children can learn as well as any child if right communication is used and a fluent sign language to be developed before their school age. The important point is to develop their first language, which is sign language, as early as possible. And, if deaf children are provided with an environment of high level of their natural sign language and their country language (English or Chinese) with a well-taught curriculum, they can reach their full potential like all children.
We have also learned that deaf people should be recognized as a special group of people in Chinese society. There should be recognition that deaf people have their own language and culture, and also a very high potential. And, in order to help deaf children achieve good language skills, deaf people need to be involved in their education.
Developement of bilingual projects in China since 1996
1. Setting up the experimental bilingual project in CDC in March 1996
The Amity Foundation, again in cooperation with the Nanjing School for the Deaf, decided to set up the experimental bilingual project in ARCDC to pioneering the bilingual approach for the education of the deaf children in China according to the Chinese context.
The experimental bilingual preschool project was officially established in March 1996, which enrolled 6 children at the age about 3. Two deaf teachers and one hearing teacher have provided a sign language-rich environment and this has been used to support the development of early literacy skills. It has also resulted in healthy social and emotional development in the children concerned. These children are developing very well now. They are very active in the class and are learning at the same level as the children in the ordinary school.
2. Training courses were conducted
Organized by the Amity Foundation, two short term training coursed were conducted in Nanjing on the bilingual approach in deaf education for head teachers, deaf and hearing staff, special education officials at provincial level in Jiangsu by the British experts in the field in March 1998 and May 1999. The training has led to additional experimental projects in other schools in China initiated by the teachers themselves following the workshops.
Developing the bilingual approach in China needs outside support
Although the enthusiasm in developing the bilingual approach in deaf education in China is evident, we, at Amity, are concerned in its successful development. There is clearly a need for this good initial process to be supported and guided over a reasonably substantial period of time by experienced prectitioners in education and research from the countries where the bilingual approach has been the education policy for the deaf, such as Norway and Denmark. (The British counterparts couldn't find funding for them to continue their activity in the Amity Experiment Bilingual Project in 2000 and there is little hope for them to get money for this project in the future.)
Project Proposal for Areopagos Norway
This Proposal of Amity is in two distinct parts: one is the development of practice through training and consultancy based on the Amity's Experimental Bilingual Project; The second is establishing Chinese research into Chinese sign language.
(1) Aims.
To future develop understanding and implementation of bilingual practice, a Training Manual and Video would be extremely useful. These will clearly explain the bilingual concept and practical approach in the Chinese context. Teachers and educational officials will be able to use this to train others within their schools/rehabilitation centres, and to ensure there is consistent and appropriate implementation.
(2) Training Workshops.
To continuing training, workshops should take place in the ARCDC and other designated schools/rehabilitation centers who have demonstrated commitment to developing their practice in bilingualism. This will ensure coherent and systermatic development.
(3) Working with families.
To train hearing and deaf staff to work with families on an understanding of the bilingual approach, developing a positive attitude towards being deaf, understanding of deaf culture and identity, and improving sign language skills.
(4) Evaluation and target setting.
The foreign experts and the staff from the Amity Bilingual Project to evaluate the progress in individual schools and rehabilitation centers and to suport the setting of targets for further development to be carried through by the staff themselves.
(5) Management.
The projects is overseen by Wu An An, the Director of the Social Welfare Division, the member of the Leading Committee of ARCDC, who established the Amity Experimental Bilingual Project in Nanjing and contributed to the training of staff in the past with a thorough knowledge of the bilingual approach.
Part Two: Sign Language Research
(1) Training in research methods;
(2) Exchange of research personell;
Timescale
This is a five-year project, to enable bilingualism to be firmly established in China.
Budgets
To be worked out later after the first visit of the Norwegian partners from Areopagos.
With this background, the Amity Foundation, in cooperation with Nanjing School for the Deaf, set up the Amity Rehabilitation Center for the Deaf Children (ARCDC) in 1998. The Center, as one of the first few Centers of its kind in China at that time, aimed to contribute the pioneering work of the rehabilitation services for the hearing impaired at the preschool age children.
According to our past years experience of the work in the ARCDC, we have learned that speech training is successful for some deaf children who have good residual hearing abilities, but is quite difficult for the majority deaf children who are with profound and severe deafness.
In China, the mainstream ratio of the deaf children in the preschool speech training rehabilitation programs is about 15%, the ration set by China Federation for the Disabled. So, most of those deaf children after the preschool speech training rehabilitation programs (where signing is not allowed) have to og to study in the Deaf Schools where signed Chinese is used for the teaching.
The fact is that by the time the children being asked to og to the Deaf School at the age of 7 or 8, they have mastered neither Chinese nor sign language. This causes tremendous dealy in their knowledge gaining and creates many difficulties in their school study.
2. Learning the bilingual approach in deaf education in England in 1995
Developement of bilingual projects in China since 1996
1. Setting up the experimental bilingual project in CDC in March 1996
2. Training courses were conducted
Developing the bilingual approach in China needs outside support
Project Proposal for Areopagos Norway
(1) Aims.
(2) Training Workshops.
(3) Working with families.
(4) Evaluation and target setting.
(5) Management.
Part Two: Sign Language Research
Timescale
Budgets
In Oct., 1995, invited by the Center for Deaf Studies, Bristol University, England, Ms An An Wu, from the Amity Foundation lead the three teachers from ARCDC to England and paid a 3-week study visit on the bilingual education programs for the deaf children there. During the trip, we were introduced the concept of bilingual approach in deaf education and visited its related early intervention and preschool programs.
The trip have widely opened us eyes and broadened our knowledge in deaf education. We realized that being deaf is not a barrier to learning and the deaf children can learn as well as any child if right communication is used and a fluent sign language to be developed before their school age. The important point is to develop their first language, which is sign language, as early as possible. And, if deaf children are provided with an environment of high level of their natural sign language and their country language (English or Chinese) with a well-taught curriculum, they can reach their full potential like all children.
We have also learned that deaf people should be recognized as a special group of people in Chinese society. There should be recognition that deaf people have their own language and culture, and also a very high potential. And, in order to help deaf children achieve good language skills, deaf people need to be involved in their education.
The Amity Foundation, again in cooperation with the Nanjing School for the Deaf, decided to set up the experimental bilingual project in ARCDC to pioneering the bilingual approach for the education of the deaf children in China according to the Chinese context.
The experimental bilingual preschool project was officially established in March 1996, which enrolled 6 children at the age about 3. Two deaf teachers and one hearing teacher have provided a sign language-rich environment and this has been used to support the development of early literacy skills. It has also resulted in healthy social and emotional development in the children concerned. These children are developing very well now. They are very active in the class and are learning at the same level as the children in the ordinary school.
Organized by the Amity Foundation, two short term training coursed were conducted in Nanjing on the bilingual approach in deaf education for head teachers, deaf and hearing staff, special education officials at provincial level in Jiangsu by the British experts in the field in March 1998 and May 1999. The training has led to additional experimental projects in other schools in China initiated by the teachers themselves following the workshops.
Although the enthusiasm in developing the bilingual approach in deaf education in China is evident, we, at Amity, are concerned in its successful development. There is clearly a need for this good initial process to be supported and guided over a reasonably substantial period of time by experienced prectitioners in education and research from the countries where the bilingual approach has been the education policy for the deaf, such as Norway and Denmark. (The British counterparts couldn't find funding for them to continue their activity in the Amity Experiment Bilingual Project in 2000 and there is little hope for them to get money for this project in the future.)
This Proposal of Amity is in two distinct parts: one is the development of practice through training and consultancy based on the Amity's Experimental Bilingual Project; The second is establishing Chinese research into Chinese sign language.
To future develop understanding and implementation of bilingual practice, a Training Manual and Video would be extremely useful. These will clearly explain the bilingual concept and practical approach in the Chinese context. Teachers and educational officials will be able to use this to train others within their schools/rehabilitation centres, and to ensure there is consistent and appropriate implementation.
To continuing training, workshops should take place in the ARCDC and other designated schools/rehabilitation centers who have demonstrated commitment to developing their practice in bilingualism. This will ensure coherent and systermatic development.
To train hearing and deaf staff to work with families on an understanding of the bilingual approach, developing a positive attitude towards being deaf, understanding of deaf culture and identity, and improving sign language skills.
The foreign experts and the staff from the Amity Bilingual Project to evaluate the progress in individual schools and rehabilitation centers and to suport the setting of targets for further development to be carried through by the staff themselves.
The projects is overseen by Wu An An, the Director of the Social Welfare Division, the member of the Leading Committee of ARCDC, who established the Amity Experimental Bilingual Project in Nanjing and contributed to the training of staff in the past with a thorough knowledge of the bilingual approach.
(1) Training in research methods;
(2) Exchange of research personell;
This is a five-year project, to enable bilingualism to be firmly established in China.
To be worked out later after the first visit of the Norwegian partners from Areopagos.