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I knew ASL differed vastly from Chinese SL (ZGS) and rued that there wasn't any universal (Esperanto-esque) international way for members of deaf communities from around the world to interact w each other. But I hadn't thought about the sense of cultural pride in the deaf community OR the domestic challenges of teaching writing to English-speaking students from the ASL deaf community. I want to read more and look into this almost like English as a Second Language.

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The Deaf community's feeling of pride is new to me. Knowing that members of that community don't view deafness as a disability is critical in my interactions with them both in and out of the classroom.

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What stood out most to me is the fact that the Deaf community doesn't consider deafness a disability, but a different language. This really changes my approach to accommodating Deaf studentd

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One thing that stood out for me from today's lesson was the importance of incorporating student's interests into your classroom management strategies. If they are motivated to participate through activities and materials that are interesting to them, they have a better chance of getting something out of the lesson.

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I learned that people in the Deaf community does not  consider themselves as having a disability.  I was unaware that sometimes a cochlear implant is controversial in the Deaf community, but I now understand the feelings behind this idea. As a future teacher, I will be sure to embrace my students' differences and accommodate them according to their needs.

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It's a effective practice to focus on student's strengths and interests when planning accommodations and modifications.

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I learned much about accommodations for students who are visually or hearing impaired, but one thing that stood out is the use of a peer assistant to aid them.

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I think it's really important to keep in mind that the Deaf community doesn't consider themselves to be broken. They have their own rich culture and it's not quite fair to try and shoehorn them into ours. That's pretty ableist. Keeping an open mind and talking to the student about their needs and wants will be key to finding success with them. 

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I think it's really important to keep in mind that the Deaf community doesn't consider themselves to be broken. They have their own rich culture and it's not quite fair to try and shoehorn them into ours. That's pretty ableist. Keeping an open mind and talking to the student about their needs and wants will be key to finding success with them. 

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While I acquired a lot of good ideas for the possible scenario where I might have a deaf or blind child, I think the UDL possibilities are more important for me personally. Like many of the disorders and disabilities we've studied, I think that there are going to be students with mild visual or auditory impairments. Some of the challenges I face in my classroom are due to structural limitations. I have one small board to use in the front of the room.

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I learned a lot today it was a very interesting topic! I think the most important thing is to be CLEAR and CONCISE. For students with disabilities, and for students without disabilities. There is no reason to not be as transparent and clear as possible. I also appreciate all of the strategies that were given on the handout.

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I will remember to focus on the importance of using the student's strengths to help them succeed where they have weaknesses. Like we were talking about before, if they struggle with reading comprehension but are good with vocab, we need to help them use what they are good at to improve other areas.

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I learned that students with deafness may have a very rich culture; in order to interact better with students with no hearing, I will learn more about this culture. Perhaps there are some useful connections that I will be able to make to connect to such students.