ࡱ> UWT5@Sbjbj22+XXXL5zzzzzzz2228j,$'2"-'/'/'/'/'/'/'$)Rb+\S'EzS'zz'OOOzz-'O-'OXO$zz& ƛ Y2Q&$-''0'u&$+9+H&zzzz+z&OS'S' 292SIGN LANGUAGE AND DEAF EDUCATION IN CROATIA Sandra Bradari-Jon i, Department of Hearing Impairments, Faculty of Special Education and Rehabilitation, University of Zagreb, Croatia Sanja Tarczay, Croatian Association of Deaf-Blind Persons Dodir, Zagreb, Croatia Abstract This paper considers the current situation in Croatia concerning the status of Croatian Sign Language and its place in the education of deaf children and youth. Deaf children in Croatia today attend special, as well as regular schools and preschools. Early intervention programmes encompass oral programmes exclusively. The overall communication programmes in preschools and schools include a combination of the oral approach and the use of signed Croatian. The value and potential of Croatian Sign Language (HZJ) for a healthy and successful development of deaf children has not been recognized yet, either among professionals working with deaf children or among the members of the deaf community themselves. The prerequisites for implementing bilingual programmes in the educational system are elaborated. Key words: deaf, bilingual education, sign language, sign language interpreters Social status of sign language The situation concerning the status of sign language in Croatia is only partly satisfactory; a certain awareness of the significance of manual forms of communication for the life of the deaf does exist, but it almost exclusively refers to the use of signed Croatian. The Croatian Sign Language (HZJ) has not been recognized as a language at all. Many even do not know that it exists, and what potential it has for the development of communication skills and the education of deaf children, as well as for an improved access to information and efficient communication of the deaf in general. In Croatia HZJ is used only by prelingually deaf in their mutual communication. Signed Croatian (simultaneous communication - speech accompanied by signs from the Croatian Sign Language) is absolutely dominant and the only system that has its place in the education of deaf children, the media and courses. Signed Croatian is present in several schools for deaf children with the unofficial total approach to education, in the media (in three Croatian Television programmes: news for the deaf and hard of hearing, a programme on health and a programme on sports for youth) and in the few sign language courses. Croatian Sign Language is, however, not present in any of the mentioned aspects of social life. Elements of HZJ are being gradually introduced into a two-year course conducted by the Croatian Association of Deaf-Blind Persons "Dodir", as well as in teaching students in the HZJ course at the Faculty of Special Education and Rehabilitation in Zagreb. In Croatia the status of manual forms of communication has not been officially/legally regulated (not even signed Croatian, of which there is some kind of awareness, let alone HZJ), and neither has the issue of funding interpreters' services. This has its implications for the functioning and availability of interpreters' services for the deaf, which in turn effects the unsystematicality in the training of interpreters. All this together has far-reaching effects on the availability of information to the deaf and, even more importantly, to the accessibility of education for the deaf and their school qualifications being below their real potentials. Finally, this has an effect on the social power of the deaf community, which lacks critical mass of prelingually deaf intellectuals who would generate and disseminate new ideas, directly articulate the views and aspirations of their community and be the agents of progress in their social community, as the intellectuals in all other communities use to be. The deaf community in Croatia should be empowered, particularly in this educational aspect. There is also a lack of modern, efficient HZJ courses. Efficient courses and/or programmes of learning HZJ as a foreign language are a prerequisite for many other changes in the system of the education of deaf children and youth, from modified university education programmes for the teachers of deaf children to modified education programmes for the deaf children and youth themselves using HZJ, especially early intervention programmes for the hearing parents and their small deaf children. Efficient language courses and/or training programmes are an important prerequisite for the education of sign language interpreters as well, among others of educational interpreters, who play an important role in new models of educational integration - inclusive education. In Croatia there are no systematic and verified interpreter training programmes, neither for signed Croatian, nor for HZJ. Since 1998 the Association "Dodir" has conducted various programmes and workshops in Zagreb with a view to effecting changes in the accessibility of sign language to the deaf and the deaf-blind. The Association has started a pilot two-year sign language course involving four levels. An effort was made that the courses are held by native deaf speakers. So far three generations of attendants have finished the course. In the original form the courses were in signed Croatian but contained many elements of HZJ used in deaf families. In order to achieve the quality of the courses needed for their verification, an additional education of deaf persons was gradually introduced in parallel with the two-year courses. Several workshops were organized, mostly held by foreign deaf or deaf-blind trainers, where the deaf learned the basics of the linguistics of sign language and how to plan teaching units and topics and got an insight into approaches and methods. Two deaf trainers were sent to a one-year training programme to Gallaudet University, USA. In order to significantly improve the quality of courses and create critical mass of deaf teachers, a project of two-year university education of the deaf supported by interpreters was started in cooperation with the Teacher Training College. It is the first time in the Republic of Croatia that all lectures are continuously interpreted for deaf persons into sign language. Not only a positive influence on the self-esteem of the deaf and the development of their awareness of their own language and value was observed, but also a progress in the Croatian spoken language. The development of HZJ curricula is significantly impeded by the absence of the HZJ grammar description. The problem is also posed by the relative insufficiency of the HZJ vocabulary, which lacks technical terms needed for the acquisition of school contents by deaf children in their first language and in general, so that many technical terms have to be articulated in the phonological form of the spoken language (by manual alphabet), which slows down the communication and makes it less efficient. For this reason, in parallel with the continuation of the work on the HZJ grammar description, efforts should be made to develop this language, especially a vocabulary of technical/scientific terms of HZJ, those related to educational work in particular, in order to ensure, at the end of years-long efforts, the linguistic prerequisites for organizing bilingual education of deaf children and youth. In HZJ, many technical/scientific terms have not even been borrowed from other sign languages but are, as already discussed, articulated by manual alphabet in words of the Croatian spoken language. Education of deaf children in Croatia The first school for deaf children was established in 1885 in Zagreb. Today centres for the education and rehabilitation of deaf children exist in regional centres of Croatia, two in Zagreb and one each in Split, Rijeka, Vara~din and Osijek. Within these centres pre-school, primary school and secondary school education programmes are conducted, including predominantly an oral and (unofficially) total approach in education. Some of these schools are residental, and other are daily schools. Besides, for many years now deaf pupils have been integrated into regular primary and secondary schools. There are more than 200 children and adults with cohlear implants in Croatia today. Maternity hospitals are equipped with newborn hearing screening instruments, which significantly reduces the age of hearing impairment identification. For small hearing impaired children there are early intervention programmes, however, only in the framework of the oral educational approach, i.e. aimed at the development of listening skills and speech and the acquisition of spoken language. They are designed for families with children under 3 years of age. After the programme deaf children (as soon as possible) join a special kindergarten for deaf children. However, as discussed above, HZJ has no place in the system of the education of deaf children in general, and pre-school educational programmes are not an exception. There are no programmes of early bilingual development that would systematically assist the hearing parents in learning HZJ and early sign language communication with their child. In kindergartens, primary and secondary schools fostering the total approach, simultaneous oral and sign communication is present. Deaf pre-school children cannot go to regular kindergartens because in Croatia there are no educational interpreters and in general, the right of the deaf to interpreters' services is not regulated. Deaf children and youth integrated in regular primary and secondary schools in their schoolwork must rely solely on their oral-aural communication skills since there are no educational interpreters available. The first continuous educational interpreting started in 2000 with the enrolment of a deaf (deaf-blind) student in the Faculty of Special Education and Rehabilitation, University of Zagreb. In recent years the trend has continued with the enrolment of several deaf students in the Teacher Training College (N=3) and in the School of Management of the School of Economics in Zagreb (N=1). At the moment in Croatia only one deaf teacher is employed. If we wish to prepare the ground for bilingual education of deaf children, a certain number of deaf pre-school and school teachers need to be trained. Development perspectives Implementing new alternatives to the continuum of deaf education in Croatia demands complex activities of the scientific, deaf and professional communities: Description of HZJ grammar and the development of vocabulary, especially of technical/scientific terms; Development of HZJ courses based on modern principles of second/foreign language learning/teaching - for the existing and future teachers, the existing and future interpreters, particularly educational interpreters, for hearing parents of deaf children; Organization of an efficient interpreters' service which would, among other, enable a larger number of deaf young persons to achieve university level education; also legal regulation of its work and funding; Curricula development for the bilingual education of deaf children - including the programmes for facilitating the acquisition of the first- and the second language; - acquisition of academic knowledge in the first and the second language; - learning about the values, customs and cultural endeavours of the deaf and hearing communities; 5) Curricula development for professional preparation of teachers for the deaf that would qualify them for the realization of the above mentioned programmes, with such an instruction in sign language that would qualitatively and quantitatively differ from the existing ones; deaf pre-school and school teachers for deaf children ought to be trained as well. References: Ahlgren, I. & K. Hyltenstam (eds.) (1994): Bilingualism in Deaf Education. Hamburg. Signum Verlag. Kyle, J.G. & B. Woll (1985): Sign language: The study of deaf people and their language. Cambridge University Press. Lane, H.; Hoffmeister, R. & B.Bahan (1996): A journey into the Deaf-World. Down Sign Press, San Diego, (CA). Neal Mahshie, Sh. (1995): Educating deaf children bilingually. Pre-College Programmes, Gallaudet University, Washington, D.C. Pickersgill, M. (1990): Bilingualism and the education of deaf children: Part 1 theories, models and factors. Deafness and Development, 1, 1, 10-15. Pickersgill, M. (1991): Bilingualism and the education of deaf children: Part 2 Implications and theoretical considerations. Deafness and Development, 1, 2, 1-3 Pickersgill, M. (1997): Towards a bilingual education for deaf children. Deafness and Education, 21, 3, 10-20. UNESCO (1994): The Salamanca Statement and framework for action on special needs education. Paris, UNESCO. United Nations (1994): The Standard Rules on the Equalization of Opportunities for Persons with Disabilities. New York, United Nations. Valli, C. & C. Lucas (1992): Linguistics of American Sign Language. Gallaudet University Press. Washington, D.C. X2 N Z l n 3<FMRa5Df|Oqɶ橶~q~h\46CJ]mH sH hD6CJ]mH sH h\4CJmH sH h\CJmH sH hSCJmH sH hD5>*CJmH sH hDCJmH sH hS5mH sH hD5mH sH hSmH sH hShS5mH sH hDmH sH "hShD5CJmH nHsH u*XZn    @ A fU!!#$`a$$a$LSSq1@fgvy^m!!""W"["##)#0#v&&&'0'|)**yyh}nCJ\mH sH hDCJ\mH sH hD5>*CJmH sH h}nCJmH sH h#oCJmH sH hL-JCJmH sH hQy CJmH sH h /CJmH sH h,MCJmH sH h !CJmH sH hDCJmH sH h\4CJmH sH hOCJmH sH -#t&v&&&*++.0B2330313374556H666\78 ^` ^` & FgdR & Fgd$G$a$$`a$*Q****+>+F+++++++////L0Q0f0h00000000051=1@1H1d1z1<2>2A2B2C2P2Q2\2r2}23031323c3g3r3}33隒hRmH sH hc@$mH sH hD5>*CJmH sH h$GCJ\mH sH hZCJ\mH sH h?CJ\mH sH hwCJ\mH sH hDCJ\mH sH hOWCJ\mH sH hDCJ\mH sH hCJ\mH sH 633374B44445a555555666(6G6666666C7O7_7777778/8P8i8m888888888499::+;<<1====>NNŸţšhD5mH sH UhRmH nHsH uhDCJmH sH hD5mH nHsH uhDmH nHsH uhNlmH sH hRmH sH h$GmH sH hDmH sH hc@$mH sH hi/mH sH <88888499::+;;=<<1======NNNrNtNRRdgdR$a$$ & Fa$ & FdSa~etak ZNAKOVNI JEZIK I EDUKACIJA GLUHIH U HRVATSKOJ U radu se razmatra status hrvatskog znakovnog jezika (HZJ) i njegovo mjesto u edukaciji gluhe djece i mlade~i. Znakovni jezik nema svoje mjesto u edukaciji gluhih. Sustav manualne komunikacije koji se neslu~beno koristi u obrazovnim ustanovama je znakovni hrvatski jezik, dok vrijednost i potencijal HZJ-a za razvoj gluhe djece joa uvijek ne prepoznaju ni stru njaci, a niti sami pripadnici zajednice gluhih. Razmatraju se pretpostavke uvoenja dvojezi nog obrazovanja u postojei sustav edukacije gluhe djece u Hrvatskoj. Klju ne rije i: gluhi, bilingvalna edukacija, dvojezi no obrazovanje, znakovni jezik, tuma i PAGE  PAGE 153 NNrNtNvNRRRJSLSNSZS\S^SbSdSpSrSxSzS|SSSS·ͯͥh"h6h"h60JmHnHuhEu* hEu*0JjhEu*0JUhDmH sH hDmH nHsH uhD5CJmH sH hD5mH sH hR5mH sH "hRhR5CJmH nHsH uhR5CJmH nHsH uRHSJSLS^S`SbS|S~SSSSh]h&`#$$a$ )0P:pF/ =!"#$%8@8 Normal_HmH sH tHB@B Naslov 1$@&CJmHsHu<@< Naslov 2$$@&a$5T@TNaslov 3$$dh@&a$56CJmHnHuH@H Naslov 4$$@&a$CJmHsHuN@N Naslov 5$$@&a$5CJ\mHsHu>A@> Zadani font odlomkaZiZ Obi na tablica :V 44 la .k. Bez popisa :B@: Tijelo tekstaCJVP@VTijelo teksta 2$dha$CJmHnHudC@d Uvu eno tijelo teksta$e`ea$CJmHsHu6"6  Tekst fusnote>&1> Referenca fusnoteH*8 @B8 Podno~je  p#2)@Q2 Broj straniceh5X,-  @Af U :;ab #%B'((0(1((7)5*+H+++\,-----4..//+00=1112222222222244J5K5L5U5V5W5d5e5f5i50H0H0H000000000000000000p000p0000000000000 0p000(0 0 0 0 0000(0(000p0 0 0 0 0 0 0 0 0 0 0 00000p0000000p0p0p0000pMy001My001My001@0@0My00z0{ q*3NS"$%*#8RS #&+S! !!8@0(  B S  ?Efhz{  @AacDE| } O Q 7 8 @ B mn ')01[\:;acQR  ##$$$$$$%%%%%%d&f&z&|&A'C'P'Q'}''((0(1(g(h(((B)C)))******++++G+H+++++++++,,,,,,,,--m-o-------1111222222334455J5K5L5T5W5c5f5i5+-  ?Ae f T U 9;`c   ##%%A'C'((/(1(((6)7)4*5*++G+H+++++[,\,----3.4...////*0+000<1=111021222222244I5K5L5T5W5c5f5i5- A MU^T&tc $$(0(H+--U//<1=12222K5L5f5i5L5f5i5xxxxxxxxxxxxxxxxxxdefT  u@Vsdʞ(, =2Q9@wy!b2H0nbCk 1re}B:7 qK9ܮ?@ABCEFGHIJKMNOPQRSVRoot Entry F@Л YX1Table-,WordDocument+XSummaryInformation(DDocumentSummaryInformation8LCompObjk  FDokument Microsoft Worda MSWordDocWord.Document.89q