Orientation to Teaching Students Who Are Deaf And Hard of Hearing (2 semester hours) SpEd 5510

Transcription

1 Orientation to Teaching Students Who Are Deaf And Hard of Hearing (2 semester hours) SpEd 5510 Cheryl Winston, Instructor Multi-University Consortium Teacher Training Program Sensory Impairments Telephone: Office Hours-By appointment Department Special Education University of Utah SAEC # 2267 Salt Lake City, Utah

2 PURPOSES The first purpose of this course is to provide new teacher candidates with a knowledge of the issues and a fluency with the terminology that dominate the field of hearing loss, allowing for a greater comprehension of the sophisticated subject matter they will encounter throughout their specialization year. The second purpose of this course is to facilitate new teacher candidate s familiarity with the social, emotional, and educational dimensions which influence deaf and hard of hearing students, families of deaf and hard of hearing students and ultimately their role as professionals in the field of hearing loss. The third purpose of this course is to guide new teacher candidates through the array of types and degrees of hearing loss, communication modes and communication methodology options, educational placement options and technologies available to individuals with hearing loss. Any combination of the above presents the professional in the field of hearing loss with a diverse group of deaf and hard of hearing students, requiring the professional to demonstrate competence with a diverse knowledge and skill set. The final purpose of this course is to illuminate for the new teacher candidate, the relevance of each requisite course in the hearing impairments specialization; to provide new teacher candidates the opportunity to understand how each separate course contributes to the whole of the hearing impairments specialization.

3 COURSE COMPETENCIES/OBJECTIVES 1. Include in discussions, terms associated with the field of hearing loss. 2. State and discuss the current issues and trends that inform the current state of deaf education in the United States today. 3. Summarize pivotal issues which influence and create controversy in the field of deafness. Investigate multiple-perspectives. 4. Articulate the impact of new technology and medical research on the field of hearing loss. 5. Describe the continuum for communication methodology options for deaf and hard of hearing students. 6. Determine potential benefits and negative effects of educational placement options available to deaf and hard of hearing students. 7. Determine those characteristics and issues of concern that are common to students who are deaf and hard of hearing and those factors which make students who are deaf and hard of hearing to be so diverse. 8. Use professional resources.

4 CLASS SESSIONS Class sessions will incorporate a combination of lecture, whole group and partner activities, auditory and visual media, guest presenters, and follow-up to reading assignments. Day 1 and 2 The Field, Past, Present and Future/Cornerstones and Issues Day 3 Language Methodology Options Parents of Children with Hearing Loss Decision making/ technology, methodology Day 4- Diverse Populations of Students with Hearing Loss Roles and Responsibilities of the Professional across the Spectrum Day 5 Professional Resource Presentations ASSIGNMENTS (this one week intensive course requires that you complete reading every night.. in this way you will finish all assignments by the last due dates. Pivotal issues and Multiple Perspectives: Students will complete a paper based on a synthesis of scholarly readings (30)

5 Professional Resources Students will investigate and present on assigned professional resources. (30) Terminology, Placement, Methodology, Parents, Roles In class activities and discussions (40) Grading- based on 100 points-undergraduate students =A =C =A =C =B =D =B =D =B =D =C+ Below 60=F Access for Students with Special Needs: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Bldg (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. Student Rights and Responsibilities The University of Utah is committed to maintaining an atmosphere of intellectual integrity and academic honesty. Students are expected to adhere to the University of Utah Student Code, which covers students rights and responsibilities with regard to academic honesty. Any suspicion of academic misconduct (which includes, but is not limited to, copying homework or exams, misrepresenting someone else s work as their own or their work as someone else s, plagiarism, fabrication of falsification of information, facilitating academic misconduct by intentionally helping another to commit an act of academic misconduct, or cheating in any way) may result in a report filed with the Dean of

6 Students. The University Code is available on-line ( Wellness Statement Personal concerns such as stress, anxiety, relationship difficulties, depresion, cross-cultural differences, etc., can interfere with a student s ability to succeed and thrive at the University of Utha. For helpful resources, contact the Center for Student Wellness; Readings: Bohnert, A., Spitziel,V. & Lippert, K.L. (2006). Bilateral cochlear implantation in children: Experiences and considerations. Volta Review. 106 (3), Borders, C. M., Barnett, D. & Bauer, A. M.(2010). How are they really doing?: Observation of inclusionary classroom participation for children with mild to moderate deafness. Journal of Deaf Studies and Deaf Education. 15(4), Eriks-Brophy,A.,Durieux-Smith,A., Olds,J., Fitzpatrick, E.M.,Duquette, C. & Wittingham, J. (2012). Communication, academic and social skills of young adults with hearing loss. Volta Review. 112(1), Gale, E. (2011). Exploring perspectives on cochlear implants and language acquisition within the deaf community. Journal of Deaf Studies and Deaf Education. 16(1), Goldberg, L. R.& McCormick Richburg, C. (2004). Minimal Hearing Impairment: Major myths with more than minimal implications. Communication Disorders Quarterly. 25(3),

7 Harris, M.J.& Terlektsi, E. (2011). Reading and spelling abilities of deaf adolescents with cochlear implants and hearing aids. Journal of Deaf Studies and Deaf Education. 16 (1), Houston, T.K. & Stredler Brown, A. ( 2012 ). A model of early intervention for children with hearing loss provided through telepractice. Volta Review. 112(3), Huttunen, K. & Valimaa, T. (2010). Parent views on changes in their child s communication and linguistic and socioemotional development after cochlear implantation. Journal of Deaf Studies and Deaf Education. 15(4), Hyde, M., Punch, R. & Komesaroff, L. (2010). Coming to a decision about cochlear implantation : Parents making choices for their deaf children, Journal of Deaf Studies and Deaf Education. 15(2), Lange, C.M., Lane-Outlaw,S. Lange, W.E. & Sherwood, D.L. (2013). american sign language/english bilingual model: A longitudinal study of academic growth. Journal of Deaf Studies and Deaf Education. 18(4), Luckner, J.L. & Ayantoye, C. (2013). Itinerant teachers of students who are deaf or hard of hearing: Practices and preparation. Journal of Deaf Studies and Deaf Education. 18(3) McKay, S. (2006). Management of young children with unilateral hearing loss. Volta Review. 106(3), Steffan.H. (2010), What we can do with stem cells and what we cannot do. Volta Review. 110(3) Steinberg, A., Kaimal, G., Ewing, R., Soslow, L. P., Lewis, K.M., & Krantz, I. (2007). Parental Narratives of Genetic Testing for Hearing Loss: Audiologic Implications for Clinical Work with Families and Children.

8 American Journal of Audiology. 16, Stredler-Brown, A. (2012). The future of telepractice for children who are deaf and hard of hearing. Volta Review. 112(3), Wilson, K. (2006). Beyond early intervention: Providing support for public school personnel. Volta Review. 106(3),