Micro-mentary

For this action project, my group and I made a micro- mentary (a mini documentary) about deaf education. We wanted to answer our guiding question: How do Educational strategies for DHH students move them towards success?(Represented in the different domains of culture, medical, and life skills?) We faced many challenges during this project but eventually overcame them. We had a hard time working on a specific guiding question to answer. Overall my group and I ended up making a successful micro-mentary. Although at times it did get hard, and frustrating we managed to make a succful micro-mentary. Below is our video. Also below is our script from the video.

GS: Our group created a micro- mentary about Deaf education. We wanted to focus on one specific thing: How do educational strategies move the DHH students towards success?

GS: At Anixter, they taught us that DHH students have a higher risk of substance abuse because they don't know to to communicate as well as other people.

KIS: The National Center on Accessible Instructional Materials says that a typical DHH 17 year-old understands what they read at a 4.5 grade level. Another article provides a strategy to help students read better. They suggest teaching kids more words by having the mother talk to their child more. They say that the kids vocabulary will increase and then they will be better at reading and writing! Having a better vocabulary is one way to meet the kids needs.

AMK: One thing a teacher used to help a deaf child in the classroom was to have a translator so they could communicate with the other children.

HP: An example of students using their skills is the movie Deaf Jam, with them using their creative skills to make poetry.

AMK: In the video, Mary Compton, an associate professor in Special Ed says the most important things is to have high expectations for the deaf, although deaf students are extremely individual in term of previous backgrounds that they've had.

MV: So, I interviewed people about the tightness in deaf community, and especially how the deaf community was in the schools, and how the hearing community has been accepted by the deaf community in the school.

MV: So in the schools, we saw how students were mixed up, not by how old they are, but what their skill level is and how teachers used Total Communication, which is speaking and signing at the same time.

DP: After we’d gone on all these FEs, they summarized being able to use tactics such as needs- based tactics and age- appropriate learning and stuff like that. It also helps the students skills improve a lot more.