By Donald F. Moores, David S. Martin
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Extra info for Deaf Learners: Developments in Curriculum and Instruction
We must, then, keep that goal in mind while being wary of the tendency to fragment the curriculum as the result of external testing—children do not see the world as divided into small tasks or even separate subject areas; they see the world as one interdisciplinary whole. To the extent that we can ensure that our curriculum reﬂects this holism, we can assure that their view of the world is intact while it is at the same time ever-growing. Selection of Curriculum 25 References Adler, M. (1982). The paideia proposal.
Educators are fond of making comparisons between education and medicine, and those comparisons have serious limitations because of the large diﬀerences in the way the two professions actually operate. However, an analogy from the medical community is apt at this point—would the reader ever seek the services of a physician who practiced on the basis of only the requirements of some external board (composed largely of laypeople) rather than on the basis of 22 David S. Martin, Donald F. Moores, and Pamela Luft research evidence for the most successful treatment and medications?
34 Claudia M. Pagliaro Experience First, deaf and hard of hearing children’s poor performance in mathematics may be linked to their limited informal learning experiences. They do not have the opportunities that hearing students do for incidental mathematics learning. They do not overhear the talk about the 50% oﬀ sale at Macy’s for shoes and whether that is better than the “buy one, get one free” promotion at Payless. They do not “catch” the news story on TV about the number of electoral votes needed to win by a presidential candidate while they are at play.