CSD 308K Perspectives of Deafness Fall 2016

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1 CSD 308K Perspectives of Deafness Fall 2016 Dr. Mark E. Bernstein BMC Office hours: Tu, Th 1:15-2:45, and by appointment Teaching Assistants: Chahat Hamirani Th 9:00-11:00; CMA 4th floor lobby work area Zoi Gkalitsiou Tu Th 12 noon-1:30; CMB Liz Ogren tba 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/Media A packet of required readings is available for purchase at Jenn s (2518 Guadalupe at Dean Keeton Street, by the CMA and BMC buildings). 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

2 attend class regularly. There will also be several required videos/films to view. These will be available for viewing via online streaming (no downloads) at the UT Box site ( Direct links will be provided for you at the appropriate time. Online materials All course documents other than the packet of readings will be available for download from the class Canvas site. You may check your grades at Canvas, as well. From time to time messages will be sent to you via Canvas distribution. Please make sure our Canvas 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 Canvas site after 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. A "study guide" outlining material that has been covered will be posted well prior to each exam. Requirements, evaluation As noted above, you are expected to read the assigned selections and to attend all class sessions (see below). The viewing of some additional video media is required. Media will be accessible via the UT Box service, and may be streamed for viewing at your convenience. Student performance will be evaluated by means of two in-class examinations (multiple choice format) and a third (somewhat more comprehensive) exam during the official final exam period; two short written assignments to be turned in at designated times during the course; and an Internet log assignment. The nature of the written assignments will be discussed more fully in class (a handout on the writing assignments will be posted at Canvas). Please note the due dates shown in the schedule. Assignment grades will be lowered by 10% for each 24 hours or part they are late without PRIOR approval, for any reason (no exceptions). We will be happy to accept assignment submissions early. You will be given instructions regarding how to format and submit your assignments. Again, yes, you may turn in assignments early. You are encouraged to use the Moody Writing Support Program ( which offers a variety of writing services specifically tailored to Moody College students. You may also visit the Undergraduate Writing Center ( in the UT Learning Commons at Perry-Castañeda Library (PCL 2.330). Attendance. Ultimately, attendance is your responsibility; it will not factor into your grade (directly, anyway). It is expected that all students will attend class regularly and keep up with reading material. Class presentations and discussions will typically complement the readings, rather than simply "go over" them; new material will also be presented in class meetings. If you want to do well in this course, you're going to want to come to class regularly and engage

3 actively. While the size of the class precludes conducting it as an intimate seminar, participation in class discussions is encouraged (and those discussions are often the best part of what we do). We do understand that on occasion students need to leave class early. If not handled thoughtfully, this can be distracting and disrespectful to others. Please be courteous; if you know you need to leave early please sit near an exit. We do allow use of laptops or tablets, but for note-taking purposes only. Any other portable device activity is distracting and unfair to your classmates. Please turn off and stow ALL other devices, such as smartphones, at the beginning of class. We will be paying attention. If we see you texting or checking your or social media sites, we will call you out with embarrassing consequences, including confiscation of the offending device for the rest of the class period. Students will be excused for religious holy day observance, in accordance with official university policy. You must notify us of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, or assignment in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence. Evaluation Component Date Weight (% of final average) Exam 1 Sep % Paper 1 Oct % Exam 2 Nov 3 18 % Paper 2 Nov % Internet log Dec 1 8 % Exam 3 Dec % 100% Final Course Grades Final course grades will be earned as follows, based on the final course average: A 93 or higher A B B B C C C D D D F 59 or lower

4 There are no optional or extra credit assignments, nor will there be a "curve". We will NOT engage in negotiations about grades, although of course we will correct recording or arithmetic errors. Your grade will be based on your final weighted average. It's that simple! Examinations will be conducted on the days listed on the accompanying schedule. The third exam will be cumulative in the sense that you will need to be familiar with the whole semester's framework in order to do well. It will be given during Finals Week at the time indicated in the University's course schedule. We cannot offer makeup exams, substitutions, or extensions for circumstances other than unanticipated and documented serious medical or family emergency situations please don t ask. We cannot grant makeups or extensions to accommodate your family vacation trip, brother's graduation, best friend's wedding, or other such events (as joyous as they may be). Please spare everyone the awkwardness of a conversation that can only end in our having to say "no". 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 and instructor through the Course-Instructor Survey system. 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, (Videophone ; 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 Emergency Evacuation The following recommendations regarding emergency evacuation are from the Office of Campus Safety and Security, , Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas

5 at Austin Police Department, or Fire Prevention Services office. Behavior Concerns Advice Line (BCAL): Information regarding emergency evacuation routes and emergency procedures can be found at: utexas.edu/emergency.

6 CSD 308K READING LIST (Alphabetical; see Schedule for due dates) 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 Davis, Lennard (2007). Deafness and the Riddle of Identity. The Chronicle Review Volume 53, Issue 19, Page B6. Dolnick, E. (1993). Deafness as culture. Atlantic Monthly, 272, 3, ISBN Humphries, T. (2004a & b). The Modern Deaf Self. In B. Brueggeman (Ed.) Literacy and Deaf People: Cultural and Contexual Perspectives. Washington DC: Gallaudet University Press. Knoors, H. & Marschark, M. (2012). Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children. Journal of Deaf Studies and Deaf Education. 17 (3): 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 Perlin, R. (2016) The race to save a dying language. 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.