TRAINING OF CHILDREN WITH HEARING IMPAIRMENT IN IRAN AND IN THE WORLD: A HISTORICAL PERSPECTIVE
DOI: 10.23951/2307-6127-2017-4-9-13
This article is an overview of the history of training children with hearing impairment in the world and in Iran from antiquity to the present day. The authors describe outstanding teachers from different countries, along with their viewpoints, ideologies and teaching methods, who have made great contributions to the development of education of the deaf, note the main methodological approaches and principles developed during the practice of such education. Some scholars of the 4th century believed that the deaf person would never learn to speak; because he/she is dumb and his/her efforts to learn speaking would be fruitless. In the early centuries of our era most of the people believed that the one who was born deaf, naturally and definitively shall be dumb as well; therefore, he/ she will never be able to talk or be educated. The first historical record of deaf education is Italian Pietro de Castro, who had begun teaching and training a deaf child in 691 AD. The history of deaf education in Iran dates back to the first decade of the 1300s solar years. Jabbar Bagcheban took the first step in educating the deaf by establishing a school for deaf children in Tabriz, Iran, registering three children with hearing impairment. In conclusion the author notes the major figures of teaching the deaf children in Iran, outlining the current organizational structure and prospects for development.
Keywords: history of education of children with hearing impairment, Iran, Europe, American Education of the Hearing Impaired Children in Iran and the World
References:
1. Kako Juybari A. A. Majmue Maghalat Nazari va Tahghighi Darbareye Zanan [Theoretical and Exploratory Articles about Language]. Tehran, Ministry of Education, Exceptional Education Organization, Exceptional Children’s Research Institute, 2002, vol. 1, pp. 2–20, 50–65 (in Persian).
2. Bateni M. R. Zaban va Tafakor [Language and Thought]. Tehran, Ageh Publ., 2011, vol. 10, pp. 143–163 (in Persian).
3. Modaresi Y. Daramadi bar Jame’e Shenasi Zaban [An Introduction to the Sociolinguistics]. Tehran, Institute for Human Sciences and Cultural Studies., 2011, vol. 3, pp. 19–32, 55–61 (in Persian).
4. Raghib Doust Sh. Majmue Maghalat Asab Shenasiye Zaban [Articles on Neurolinguistics]. Tehran, Iran’s linguistics Association., 2010, vol. 1, pp. 53–58 (in Persian).
5. Selsebili N. Parvaresh Tafakor [Foster Thinking]. Tehran, Research Institute for Education Studies., 2012, vol. 1, pp. 20–51 (in Persian).
6. Mohammad pour T. Ashenayi ba Nashenavayan, Amouzesh va Tavanbakhshi a’nan [Familiarity with the Deaf, their training and rehabilitation]. Tehran, University of Social Welfare and Rehabilitation Sciences, 1996, vol. 1, pp. 135–145 (in Persian).
7. Bateni M. R. Negahi Taze be Dastour Zaban [A Fresh Look at Grammar]. Tehran, Ageh Publication., 2011, vol. 15, pp. 74, 128–134 (in Persian).
8. Hartas D. Moshkelat Zabani va Ertebati [Language and Communication Problems]. Tehran, Ministry of Education, Research and Educational Planning Organization, Research Institute for Education Studies, 2012, vol. 1, p. 37 (in Persian).
9. Kamali B. Do Zabanegi [Bilingualism]. Tehran, School Publication, 2005, vol. 1, p. 18 (in Persian).
10. Soleymani Z., Adib N. Daramadi bar Asibshenasi Zaban [An Introduction to Language Pathology]. Tehran, Dange Publishing, 2008, vol. 1, pp. 207–210 (in Persian).
( 327.99 kB ) 
( 320.87 kB )
Issue: 4, 2017
Series of issue: Issue 4
Rubric: COMPARATIVE PEDAGOGY
Pages: 9 — 13
Downloads: 1205