Bilingual Deaf Education Management Problems And Countermeasures

As a new concept and method,the bilingual deaf education appeared in 1980s.The bilingualism considered that the children with severe impairment in hearing should acquire the natural sign language as early aspossible, for their weak hearing won't enable them to benefit fully from ordinary classroom placements . In order to realize the ultimate goal of thebilingual deaf education-well-educated, bilingual children and signlanguage should be acquired naturally and quickly , and later with the help of sign language they can learn and master their native language.Since the bilingual deaf education was introduced into China in 1996, it has become a contestable topic in the bilingual deaf education area. Many people either disbelieved or rejected it. In the meantime, there were people who exaggerated its effect to the extreme. The administrative goaland decision is restricted by the perspectives of disability-a distinctivefeature in the process of deaf education administration. There are three kinds of perspectives of the deaf: the medical model, the social model and the educational model. In the medical model, the deafness is considered as an illness, therefore, a cure is sought and every effort is made to minimize the negative effects. The aim is to assimilate the deaf into the hearing society. The social model, linked to "the human rights, sociological approach', emphasizes that using sign language is the right of the deaf, but this might lead to a reduced access to the society for the deaf. Besides, thiscan restrict their social and professional interaction with normal people and also the access to some technology of modern society. As an alternative model of deafness, the educational model is a concept which focuses on the languages used by deaf people, while not denying the medical aspects of deafness. Connected to other areas of education, the educational model not only respects the distinctiveness of the individuals, but also avoids the fixed dichotomies presented by the two discrete medical and ocial models. The oral education and the bilingual deaf education are not opposite but correlative in the educational model, because it can meet the special educational need for the children with different degrees of deafness. In this thesis, the author tries to brings forth some new ideals. First, the problems in the deaf educational administration are analyzed and studied in the view of the educational model and the bilingual deaf education ,which is regarded as the part of the deaf educational reforms. Second, the author uses the qualitative method to make an individual case study on the bilingual deaf educational administration in a school, and that is original one in the studies about the deaf education in China.The article includes five parts. The chief conceptions, purposes and methods of the study are set forth in the preface, the relative ideals of bilingual deaf education are introduced in Chapter One, and the background of the study is summarized in Chapter Two. Chapter Three, the most important part, describes the attitude of the deaf children's parents, thegrowth of the teachers in deaf schools, the bilingual teaching in classroom and the cooperation between organizations. The author also tries to reveal the problems in curriculum development, teachers construction, students resource, cooperation, etc. in school administration of bilingual deaf education in China. Based on these problems, the author attempts to give some administrative principles and countermeasures in Chapter Four. At the end, the author considers that the learning organization should be constructed in schools in order to achieve the success in the transformation of bilingual deaf education in China.