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Black Deaf Students:
A Model for Educational Success|
These characteristics have been considered in designing the proposed resilience program. The program would be initiated early in the life of the child and continue through their postsecondary program. Schools and postsecondary programs need to begin planning programs that focus on children’s strengths and ate ongoing. In too many schools systems today, administrators are continuously changing programs to fit new “educational fads” with no real vision of where they are going and how they will educate African American deaf and hard of heating students and other minorities.
Structure of the Program
The resilience program consists of the family, the school, postsecondary programs, and community stakeholders. Universities and colleges, as community stakeholders, could play major roles in this process by providing research, professional training, and postsecondary credit courses in the high schools for teachers and staff. The components of this resilience pro- grain are connected and Support each other. This proposed program would have a “director of resilience” who reports to the principal of the school and would have the following roles:
The program would use a collaborative approach that is developed through planning meetings that involve teachers, administrators, students, parents, community organizations, and other stakeholders. This would be accomplished though formal planning meetings as well as ongoing informal communications. The initial meetings would include retreats involving facilitators to help the group process, and the information from these meetings would be used to develop the resilience mission statement, develop annual goals, and gather information for the strategic plan. A series of scheduled meetings would be held to discuss goals, develop new ideas, and to exchange information about program development. In addition, those involved would attend monthly and annual forum and planning meetings.
The purpose of the resilience program is to link the home, school, and community in establishing environments that promote resilience through such protective factors as (a) care and support, (b) open and ongoing communication, (c) high expectations, (d) challenging educational opportunities, (e) meaningful participation, (f) parent involvement, and (g) discipline and structure. The goals of the program would include the following:
The following would be critical outcomes of this program: