CSD 308K Perspectives of Deafness Fall 2011

Transcription

1 CSD 308K Perspectives of Deafness Fall 2011 Dr. Mark E. Bernstein CMA Office hours: T, Th 1:00-2:00p and by appointment Teaching Assistants: Jillian Phillips Speech & Hearing Center, CMA 2nd Floor Chelsea Cole Speech & Hearing Center, CMA 2nd Floor In this introductory course, the experience of deafness will be examined from a number of perspectives, including cultural views. Major topics will include the social and psychological meanings of deafness, the deaf community, sign language, education of deaf children, public policy issues, and historical trends. There will be guests, deaf and hearing, who will offer their unique perspectives on educational and social aspects of deafness, as well as viewing and discussion of portrayals of deafness in documentaries, film, theater, and American Sign Language performance art. No prerequisites. This course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one U.S. cultural group that has experienced persistent marginalization. Objectives Students should develop an understanding of, and appreciation for, the complex, interrelated dimensions of the experience of deafness in the individual, community, and society. Students will be able to explicate the background and dynamics of issues of past and current interest in connection with societal views of deaf people, social and public policy, education, and family dynamics. Students will be able to describe the ways in which the Deaf cultural community serves as one of the many groups that make up the cultural diversity of the United States. Readings A packet of required readings is available for purchase at Jenn s (2518 Guadalupe at Dean Keeton Street, right by CMA). The readings are both the foundation of and a complement to our class discussions. To do well in this course you need to do the readings and attend class regularly.

2 Online materials All course documents will be available for download from the class Blackboard site. You may check your grades at Blackboard, as well. From time to time messages will be sent to you via Blackboard distribution. Please make sure our Blackboard messages are not blocked by your spam or junk mail filter system. PowerPoint slides from class presentations will be available for download at the class Blackboard site prior to most class meetings. Please note these are not full lecture notes, but more of an outline. The slides are in no way sufficient as a substitute for class attendance. Requirements, evaluation As noted above, all students are expected to read the assigned selections and to attend all class sessions (see below). The viewing of some additional media (on reserve at the Instructional Media Center, CMA 5.110) may be required. Student performance will be evaluated by means of three examinations, all in multiple choice and (very) short essay format, two short written assignments to be turned in at designated times during the course (no exceptions), and an Internet log report. The nature of the written assignments will be discussed more fully in class (see handout on Writing Assignments). Please note the due dates shown in the schedule. Assignments will lose 10 points for each 24 hours or part they are late, for any reason (no exceptions). All assignments must be printed, double-spaced ( ed assignments will not be accepted). Students are encouraged to use the Undergraduate Writing Center in Room 211 of the Flawn Academic Center. You can schedule an appointment by calling Services also include a writer s advice phone line at 475-VERB for advice on matters of style, mechanics, usage and manuscript form. Attendance. It is expected that all students will attend class regularly and keep up with reading material. While the size of the class precludes conducting it as an intimate seminar, participation in class discussions is encouraged. Attendance will be taken at each class meeting. Leaving class early (without prior permission from the instructor) will be considered an unexcused absence. We will notice and electronically document early departures! Each student is allowed TWO unexcused absences without penalty, no questions asked. Ten (10) points will be deducted from the final point total for each additional unexcused absence (no limit). The attendance sign-in sheet circulated during each class session will be the official documentation of attendance; if you don't sign in you will be considered absent. If you miss the sheet during the class period, you must come to the front of the room right after class to sign in.

3 No appeals of this policy will be considered, period. It is YOUR responsibility to make sure you sign in. What is an excused absence? Absences may be excused only for medical or family emergency reasons (or religious observance, see below), and only if appropriate documentation is submitted within 24 hours of the student's return to regular class attendance (NO exceptions, please don't even think about asking). Absences are deemed excused at the sole discretion of the instructor (the TAs are not authorized to grant excused absences). Students will be excused for religious holy day observance, in accordance with official university policy. Please see us in advance to make arrangements. Evaluation Component Date Points Exam 1 Sep Paper 1 Oct Exam 2 Nov Paper 2 Nov Internet log Dec 1 50 Exam 3 Dec Maximum points possible: 450 Grading Final course grades will be based on the total number of points earned, as follows: A A B B B C C C D D D F 274 and below

4 There will be no optional or extra credit assignments, nor will there be a "curve". If you earn the points, you'll get the grade shown above. It's that simple! Examinations will be conducted on the days listed on the accompanying schedule. The third examination is non-cumulative, and will be given during Finals week at the time indicated in the University's course schedule. We cannot offer makeup exams, substitutions, or extensions please don t ask. If you know at this time that you cannot be here for all three exams, you should not enroll in the class. Course Evaluation At the end of the semester, students will have an opportunity to evaluate the course, instructor, and teaching assistant through the use of the Course-Instructor Survey form. Disability Accommodations The University of Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Division of Diversity and Community Engagement, Services for Students with Disabilities, ( TTY; It is the student's responsibility to initiate the accommodations process. Policy on Scholastic Dishonesty The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without the prior permission of the instructor. By accepting this syllabus, you have agreed to these guidelines and must adhere to them. Scholastic dishonesty damages both the student's learning experience and readiness for the future demands of a work-career. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. For more information on scholastic dishonesty, please visit the Student Judicial Services Web site at

5 CSD 308K READING ASSIGNMENTS (see Schedule) Andrews, J.F., Leigh, I.W., & Weiner, M.T. (2004) Deaf People: Evolving Perspectives from Psychology, Education, and Sociology. Boston: Pearson. pp ; ISBN Connor, L. (1986). Oralism in perspective. In D. Luterman (Ed.) Deafness in perspective. San Diego: College Hill. ISBN Dolnick, E. (1993). Deafness as culture. Atlantic Monthly, 272, 3, ISBN Humphries, T. (2004). The Modern Deaf Self. In B. Brueggeman (Ed.) Literacy and Deaf People: Cultural and Contexual Perspectives. Washington DC: Gallaudet University Press. Humphries, T. & Allen, B. M. (2008). Reorganizing teacher preparation in Deaf education. Sign Language Studies, 8, Moores, D. (1987). Educating the Deaf (3rd Ed.). Boston: Houghton Mifflin. Chapter 2. ISBN Moores, D. & Lane, H. (1993) Book review (Moores) and ensuing correspondence. American Annals of the Deaf, 138, 1 (4-9) and 4 ( ). ISSN X Padden, C. (1980). The deaf community and the culture of Deaf people. In C. Baker & R. Battison (Eds.) Sign language and the deaf community. Silver Spring, MD: National Association of the Deaf, ISBN Padden, C. & Humphries, T. (1988) Deaf in America: Voices from a culture. Cambridge: Harvard University Press, Chaps 1, 3; 13-25, ISBN Paul, P. & Quigley, S. (1990). Education and Deafness. New York: Longman, 67-89, , , , ISBN Schirmer, B.R. (2001). Psychological, Social, and Educational Dimensions of Deafness. Boston: Allyn & Bacon. Ch 1 (1-24) 2 (25-60). ISBN Schlesinger, H. (1986). Total communication in perspective. In D. Luterman (Ed.) Deafness in perspective. San Diego: College Hill. ISBN Solomon, A. (1994) Defiantly Deaf. New York Times Magazine. August 29, (No ISSN) Stewart, D.A., & Kluwin, T.N. (2001). Teaching Deaf and Hard of Hearing Students. Boston: Allyn & Bacon, Chapter 4, ISBN X Stuckless, E. R. (1991). Reflections on bilingual, bicultural education for deaf children. American Annals of the Deaf, 136, 3, ISSN X Taylor, L. & Garretson, M. (1993) Book reviews: A Free Hand: Enfranchising the Education of Deaf Children. American Annals of the Deaf, 138, 5, ISSN X Vestberg, P. (1989). Beyond stereotypes: Perspectives on the personality characteristics of deaf people. Gallaudet Research Institute Working Paper 89-2, Washington DC. No ISBN or ISSN.

6 CSD 308K Fall 2011 Schedule of topics and readings DEAF PEOPLE AND SOCIETY 8/25, 8/30 What is Deafness? Perspectives DEAF ADULTS Padden & Humphries Learning to be Deaf Course packet page: 1 Solomon Defiantly Deaf 17 Schirmer 1 Deafness 28 Moores Historical Perspectives 52 9/1, 9/6 What is deafness? continued: Psychology and deafness Vestberg Adolescent & Adult Deaf Personalities 65 9/8 American Sign Language I Paul & Quigley 6 American Sign Language 79 9/13, 9/15 Deaf adults, community, culture I Humphries 2004(a) The Modern Deaf Self: Indigenous Practices [FILM Presentation] 9/20 American Sign Language II Paul & Quigley 6 (SAME reading as for 9/8) 9/22, 9/27 Deaf adults, community, culture II (Paper 1 assignment distributed 9/27) Dolnick Deafness as Culture 114 Padden The Deaf Community and the Culture of

7 9/29 << EXAM #1 >> YOUNG DEAF CHILDREN 10/4 Family dynamics; Early psychological development I Schirmer 2 Parents and Families 134 [FILM] 10/6 Family dynamics, continued: Dealing with raising a deaf child. Choices parents must make, path dependency. COMMUNICATION ISSUES: CHOICES AND PATHS 10/11 GUEST PRESENTATION Experiences of one Deaf Adult; working with families of very young deaf children 10/13 Communication options: Oralism, Cochlear Implants Andrews, Leigh, Weiner Language Learning and Language Teaching Connor Oralism in Perspective /18 Cochlear Implants, continued [FILM 10/18] (Paper 1 due 10/18) 10/20, 10/25 Communication options: Total Communication Paul & Quigley 7 Signed Systems 199 Schlesinger Total Communication in Perspective /27, 11/1 Bilingual/bicultural education (Paper 2 assignment distributed 11/1) Taylor & Garretson A Free Hand: Enfranchising the Education Stuckless Reflections on Bilingual, Bicultural Education Humphries 2004(b) Projection into Public Policy /3 << EXAM #2 >>

8 11/8, 11/10 Cognition, deafness, and Academic achievement Paul & Quigley 67-89; Psychology and Deafness 256 Paul & Quigley Academic Placement, Assessment, & Achievement 279 EDUCATION 11/15, 11/17 Educational Settings, Public Law and Policy; Mainstreaming; Hard of Hearing Students Andrews, Leigh,Weiner Educational Aspects /22 Methods for Language, Speech, and Literacy Development (Paper 2 due 11/22) Paul & Quigley and Chapter 8 Oral English Development 316 Stewart & Kluwin 4 Teaching Literacy /24 THANKSGIVING - no class 11/29 Methods for Language, Speech, and Literacy Development (continued) Humphries & Allen Reorganizing Teacher Preparation /1 Educational Curricula and Programming; (Internet logs due) Postgraduation options EXAM #3 will be given during the official exam time: Thursday, December 8th, 9:00-12:00 noon. Room to be announced.