Begin to explore and identify American Deaf Educational approaches, such as Oralism, Aural-Oral, Signed English (SEE2), ASL, Bilingual-Bicultural, and "Total Communication";
Compare and contrast d/Deaf students who might benefit from each of these educational approaches.
As you've learned before, Deaf Education has been a mixed bag of ups and downs. Throughout history, the decisions regarding who, how, why, and what to educate Deaf children has been mostly decided by hearing people (some with the greatest of intentions, some with personal agendas, and some with downright sinister motivations!).
Back during America's founding (1500s-1800s), the most common situation for a deaf child was to be kept at home, not afforded an education, and mainly illiterate. Menial job opportunities might have been possible, though many stayed at home all of their lives. Very few families had solid communication systems they could use to converse with deaf members. "Home signs"—gesturally-based movements that everyone in the home agreed upon—were created and used. In-depth, more complex communication almost never occurred. Literacy and even fluency in a single language was rare.
Most people expected the deaf and hard of hearing to read lips and make use of their residual hearing and speech. Of course, they were also stigmatized and discriminated against for their inability to hear clearly and speak clearly. Their speech was made fun of and thus they were dubbed "deaf and dumb", intellectually incompetent, and "mentally retarded" by the general hearing population.
*One well-documented exception to the above information was Martha's Vineyard (south of Cape Cod in Massachusetts). One of the earliest known Deaf Communities in the U.S. grew and evolved here so much that many of the residents were bilingual! Hearing people knew sign language (the Martha's Vineyard variation) and used it out in public, since you couldn't always tell who was deaf and who was hearing. "Everyone signed" was a common expression there, during the mid 1800s to 1952. Deafness was a recessive trait and you never knew who had Deaf and hearing siblings!
In 1880, a group of 164 hearing educators convened for the second time (first time—1878 in Paris, France) in Milan, Italy, to discuss the educational approach for deaf children. Most of the attendees were oralist educators from European countries, believing only in reading lips, using residual hearing, and punishing the use of sign language and gestures.
There were several sign language proponents in attendance too, though. Two were Edward Miner Gallaudet (founder and first president of Gallaudet College in 1864) and his brother Reverend Thomas Gallaudet, both sons of Thomas H. Gallaudet, founder of the first K-12 school, American School for the Deaf. The only Deaf delegate to the Conference was James Denison, also American. *1 out of 164
The organization that sponsored the entire event was against sign language and supported oralism as the best means of educating deaf people. They picked who would be invited to the Conference, favoring oralists (a majority of attendees).
But ASD (since 1817) and Gallaudet College (since 1864) had allowed and continued to encourage the use of sign language. Now, a minority of deaf "educators" from mostly Eastern European countries were going to decide the educational approach for teachers of deaf children, world-wide!
Because the goal of the Conference organizers was to ban sign language from deaf education, of the 12 speakers who were allowed to present, 9 were pro-Oralism, 3 were pro-manualism/use of sign language. Eight resolutions were passed that were biased in language, worded to support the oralist approach: "Considering the incontestable superiority of speech over signs in restoring the deaf-mute to society, and in giving him a more perfect knowledge of language,/Declares –/That the Oral method ought to be preferred that of signs for the education and instruction of the deaf and dumb". (verywellhealth.com)
These fiats became the expected norm in the deaf education field (in Europe and North America). But Edward M. Gallaudet ensured that the United States would not completely comply. He guaranteed that Gallaudet College (now university) would allow sign language usage at all times by students and faculty. He also ensure that HS students in Residential Deaf Schools could also use sign language.
The National Association of the Deaf was formed in 1880 (Cincinnati, Ohio) in opposition to the Milan Conference and dedicated itself to preserving ASL!
Even today, there are still bastions of oralist educational systems and schools in the U.S.A. St. Louis, parts of the Midwest (Cincinnati, Ohio!), and Boston, MA have widely-publicized Oral Schools. Boston's famous Clarke School (founded in 1867) was one of the first in America to purport that oralism was the best educational approach for deaf students. They've since spread to 5 campuses around the U.S.: Northampton, Boston, New York, Philadelphia, and Jacksonville, FL. (Alexander Graham Bell, of telephone invention fame, is connected to several Oral School programs around the U.S. His mother and his wife were deaf.)
Education in the U.S. for deaf children comes in many flavors and types. Besides being divided into degree of hearing loss: Mild-to-Moderate, Severe-to-Profound, etc., education can also be categorized by the language/mode taught, anywhere from English modes (lipreading/speaking, signed English/Manually Coded English signing systems) to ASL-fluent approaches. Options currently provided in your home school district are usually not the only choices out there, but the mainstream, most popular options due to demographics and previous parents' requests for their deaf children.
Typically provided in Deaf Residential School settings by teachers fluent in ASL. Classes, hallway conversation, meetings, extra-curriculars, etc. are conducted in ASL (with or without interpreters/spoken English). Occasionally local school districts may have a special class at the elementary, middle, or HS level that is "ASL-based" or signing-only, but this depends on the number of local students and their other educational and medical needs.
A catch-all phrase that attempted to bridge the gap between oralism and manualism. One educational interpreter once put it: "If I have to stand on my head and spit nickels out of my mouth just for the Deaf Student to understand me, I'd do it!". While this is an hyperbolic approach, many who support TC will speak and sign at the same time (also called "Simultaneous Communication" or Sim-Com), thinking that they're providing access to those students who need spoken English as well as those who need a visual/manual language. Unfortunately, the Sim-Commer is fooled into thinking that s/he/they are clearly communicating in ANY language! Most Simultaneous-Communication approaches will either reduce/lose clarity in the spoken language, or they will omit signs and facial grammar when signing. Trying to clearly and fluently present two languages at the same time is nearly impossible, except for in isolated, single-sentence situations. Research has proven that most of the time, the person sim-comming provides a little more clear information in spoken English, and much less clarity and fluency in the signed language.
Still, TC classrooms abound around the United States. In some cases, teachers will present in spoken English to all students, then follow up with a separate, repeated signed presentation of the lesson or examples to those students who need ASL/visual information. In other situations, interpreters are hired specifically for those students who have little-to-no hearing and rely completely on ASL. In still other settings, teachers will use technology and devices to ensure effective communication and learning occur (hearing aids, FM loop systems, computers, iPads/tablets, Chromebooks, etc.).
These teachers have a wealth of knowledge and approaches to teaching their subject matter using audio-visuals, physical manipulatives and concrete objects, games, multi-modal presentations, and other means to ensure education is occurring for all of their students with such a wide spectrum of hearing, speech (and "other") needs. They may have many aides and paraprofessionals in the classroom, helping to support the individual needs of each student (depending on the student's Individualized Education Program [IEP] documentation).
In the late 80s-to-early-90's, the concept of a Bilingual/Bicultural educational approach was started. This recognized and appreciated the background and history of Deaf Culture and ASL in addition to mainstream hearing culture and English. Teachers provided lessons in both modes, presented in English (usually written) and then also signed in ASL. This helped students make connections between the written word and the signed concepts, as well as focusing on literacy and fluency.
Eventually this concept was broadened to include "multicultural/multilingual" approaches, especially in inner-city, border-city, and diverse classrooms. While this approach does not necessarily triple or quadruple the effort and presentation time of teachers in their classrooms, it does attempt to represent and echo the multiculturality of the United States, including Latinx/Hispanic/Chicanx, African-American, refugee, Asian-American, African, LGBTQI+, and gender diversity. There is no one "multicultural/multilingual" approach that is currently available or taught in a particular school.
Some of the best educators simply include all because all are in their classrooms (and famiilies of their students)...and that is the hallmark of diversity, equity, and inclusion!
Ultimately, it's up to the parents of the deaf child to decide which educational setting, approach, and mode (language) is most appropriate and fitting for themselves and the family. Obtaining as much information, research, statistics, and knowledge about what's available in your area, district, and state is the best way to start.
Remembering that a child is not an experiment or a lab rat or even a statistic is also helpful.
There are many proponents of different educational approaches who tout their way as "the best way" for everyone, and proudly hold up two or three "poster children" who have succeeded and made it, despite the odds. While it is good to learn about the successful cases, it's just as important to look at the quality of life, the social opportunities, the educational prowess, and the individual feedback from the students who have lived and learned under those particular approaches. This may not always be possible for most families, especially those with multiple children, those who are monetarily challenged, and those who don't have access to such research, professionals, and services.
One major thing to consider is that a child is not just his/her/their ears, eyes, or other sensory body parts. Each one is unique and will have challenges, strengths, and abilities. Yet, each physically "deaf" child will always be deaf without technology or additional devices. Hearing aids, cochlear implants, captions, future tech, etc., don't always work and are prone to batteries dying. Many situations are not conducive to certain technological solutions either. (Ex. Cochlear implants cannot be used in water, on playgrounds/slides, near electromagnetic fields—including MRIs, metal detectors, etc., during contact sports/rough-housing, or even while sleeping. In effect, during most of a child's sleeping, bathing, or play time, if they have a CI, they'd have to take it off and be deaf/unable to hear.)
Another consideration is that a whole family may find it onerous to learn ASL alongside their deaf family member, who is also learning it at school. In many ways, as you've discovered, it's truly a whole other language, culture, and group of people...and sometimes feels "alien" and strange. Parents may not have the time and luxury to throw themselves into full-immersion ASL courses, hanging out with their local Deaf Communities, and using ASL-only in the household. There are a small minority of families who do this...and their deaf child thrives and usually meets typical development milestones, just like their hearing counterparts!
Many times, parents feel limited and hobbled by their own life choices, abilities, or district offerings. Finding a network of support from successful Deaf people who have personally navigated all of the pitfalls and barriers of their own educational struggles can be key to deciding the "best options" for their deaf child.
But each family is different. Parents need to do their homework and research. They need to seriously consider what they will sacrifice for their child's education and future life. And they have to realize that there is a thriving and successful Deaf ASL-using community out there who is ready to accept them, teach them, and welcome their deaf child with open arms and a limitless, eternally-giving heart.
"Through Your Child's Eyes: American Sign Language"
Children don't come with user manuals. They can be enigmas and frustrating, when they're not being adorable and sweet and the absolute joys of our lives. Yet, adding on unexpected needs and challenges, like deafness, causes sleepless nights, nightmares, and ambivalence to parents.
In a hyper-focused and overly-sensitive world that judges everyone immediately via social media, alarm cameras, and leaked public videos, there's already so much to worry about and consider. Parents with deaf children are also caught up in the mix, and concerned about current fads and trends, proven approaches, statistics, and cultural sensitivity.
Parents who have tried the oral-only education route with their deaf child, only want what's best. Sadly, the statistics bear out that oral-only children eventually end up going to college/getting a job, and realizing that reading lips in a school setting was simple in comparison to the bustle of the busy world around them. They are already more "visually" sensitized to movements, lighting, and changes around them. This leads them to learning to sign and many embracing sign language (signed English versions), if not ASL!
Many parents look back on their choices for their deaf child and wish that they had learned to sign earlier. They wish that they had had stronger communicative ties to their child as s/he/they grew up. Many never fully bond/connect with their child, even into adulthood, because the language disconnect is so large and bleak.
Parents sometimes come to the realization that no matter how hard they try, their deaf child can never be "typically hearing", even with surgery, implants, and other tech devices. Instead, the least they can do is try to learn sign language, even if just conversational or basic levels. (And socializing, attending, and being around other sign language users will help to support and embed ASL skills and usage into your muscle memory!)
Martha's Vineyard sign language variation
The International Deafness Controversy of 1880
verywellhealth.com - Deaf History Milan 1880
"Through Your Child's Eyes: American Sign Language" (YouTube Video)