Collection of Jamaica Association for the Deaf Articles
The Jamaica Association for the Deaf (JAD) has been pursuing the move towards a bilingual and bicultural education for the Deaf and Hard of Hearing students in our school system. To this end we have initiated a phase of re-learning for our teaching staff, orientation to the school system for potential Deaf teaching staff and engaging in experimental pedagogical activities. One of the major areas of focus is the composition of the native language of the Deaf in Jamaica – Jamaica Sign Language (JSL). April 14 - 16, 2003 has been set aside for professionals in the field to explore and learn basic features of JSL and the discussion of what linguistically constitutes JSL. The workshop will be facilitated by members of the Jamaican Deaf Community, resource persons associated with UWI , and consultants sourced through FAVACA , our Florida based volunteer support partner.
Jamaican Sign Language and English: Using Different Tools to Express the Same Meaning Part One: Prepositions versus Classifiers During July 15-19, 2002, Dr. Pauline Christie, a former lecturer of the Department of Linguistics at UWI, led a workshop on English Language structures for JAD staff members. A team of interpreters assisted in the presentation, shedding light on Sign Language structures. A definite highlight of the workshop was the opportunity to compare English, Jamaican Sign Language and Jamaican (Patois) grammar. We continue that comparison with the below thoughts from Dawn Smith-Raymond who is doing some voluntary research and analysis on the structure and syntax of Jamaican Sign Language.
As part of the JAD’s strategic effort to shift towards, and implement, a bilingual/bicultural pedagogical approach in its schools, it sponsored a small pilot project between January and June 2002. The project focused on a core group of 20 Deaf students, as well as six Deaf adults, who were employed as Deaf Culture Facilitators in JAD classrooms.
The work of the Jamaica Association for the Deaf (JAD) over the past 64 years has been made possible through a number of invaluable partnerships. One such partnership is that with JAMALCO and the ALCOA Foundation .
A child with a disability is but a child first and therefore has a right to enjoy all Child Rights as other children do. However, enjoyment of these Rights often requires “equalisation of opportunities”. That is, recognition of the need for special provisions to ensure access to these Rights. Central to the work of the Jamaica Association for the Deaf (JAD) with children, is this consciousness of the special needs of Deaf children and their families. The Coalition for the Rights of the Child (CRC) provides a framework for structuring programmes for child survival, development, protection and participation and has had a significant impact on the work of this Association with children. It has assisted in: defining the scope of the services and programmes developed providing justification for programmes and providing a focal point for mobilising support for programme implementation.
The diagnosis of hearing hearting loss is often a shock and brings with it a need to know why and how such a thing could have happened. Often it is difficult to determine the cause of a child’s hearing loss. There may be several factors that contribute to the hearing loss. Questions parents may have, include: Why did this happen? Will my child be normal? What caused it? What will my child be like when he or she grows up? Why do I feel responsible? How will my deaf child and I communicate with each other? How well will my child be able to speak? What impact will hearing loss have on my family relationship? What do I do when other people treat my child differently? How can I get other family members involved? How can I help hearing siblings adjust to a deaf or hard of hearing brother or sister? Parents with a child who has a hearing loss have many anxieties, concerns, and questions that are normal for concerned parents of any child.
They’re children who have a disability or a combination of disabilities that makes learning or other activities difficult. Special-needs children include those who have: Mental Retardation, which causes them to develop more slowly than other children. Speech and Language Impairment, such as a problem expressing themselves or understanding others. Physical Disability, such as vision problem, cerebral palsy, or other conditions. Learning Disabilities, which distort messages from their senses. Emotional Disabilities, such as antisocial or other behavioral problems.