integrating SW in school curriculum???

[James Shepard-Kegl, Esq.]

As some of you may be aware, earlier this year my wife and I adopted a
Nicaraguan Deaf teenager (now age 16) and enrolled her in the mainstream
program for Deaf students at Portland (Maine) high school.  Our daughter,
Yuri, is not the only Deaf student in the class, but she is the only one who
can read SW.  This means, at least to a small degree, one may compare and
contrast the achievement level of a SW reader who is Deaf versus none SW
readers who are Deaf in a high school program of this nature.  (The class is
intended for immigrants from many nations and speaking many languages.  Most
of the students are hearing.  Deaf students are included because they also
are lacking in English abilities.)

The teachers, of course, do not understand SW, or, for that matter, ASL.
The school accommodates Yuri with an ESL (English as a second language)
teacher who signs (somewhat) and an ASL interpreter who signs natively.
Neither read SW, but they wish they could.

Why?  Because I spend a lot of time translating Yuri's school assignments
(all in English) into Nicaraguan Sign Language using SW, she has an
opportunity to learn that others are denied.  Her teachers and interpreters
have noted it.

Do they think this helps a little, or a lot; are they thoroughly impressed
or only half-convinced?  I don't know.  Someone ought to ask them.  In fact,
someone ought to do some serious follow-up.

The ASL interpreter is Regan Thibodeau:  eitar at tmail.com

The teacher/interpreter is Tracey Frederick:  traceyf at tmail.com

I will let them know I authorize their responses.

-- James