1 A. Department of Special Education SED 830: Survey of Education of the Deaf/Hard of Hearing 3 credit hours B. COURSE DESCRIPTION Prerequisite: SED 104 or instructor approval. Overview of the field of deafness. Study of personality, intellectual, and emotional development of the deaf/hard of hearing individual. Emphasis on social maturity, academic functioning, multiple handicaps and the significant history of educational programs at all levels. C. TEXT, REQUIRED READINGS AND REFERENCES Moores, D. (latest edition). Educating the Deaf: Psychology, Principles and Practices. Boston, Mass: Houghton Mifflin D. COURSE OBJECTIVES THE STUDENT WILL GAIN KNOWLEDGE IN: 1. Current educational definitions of students with hearing loss, including identification criteria, labeling issues, and current incidence and prevalence figures. 2. Models, theories, and philosophies (e.g., bilingual-bicultural, total communication, oral/aural) that provide the basis for educational practice(s) for students who are deaf/hard of hearing, as consistent with program philosophy. 3. Variations in beliefs, traditions, and values across cultures and within society, and the effect of the relationships among children who are deaf/hard of hearing, their families, and schooling. 4. Issues in definition and identification procedures for individuals who are deaf/hard of hearing (e.g., cultural vs. medical perspective). 5. "Rights and responsibilities" of parents, students, teachers, and schools as they relate to students who are deaf/hard of hearing and the roles of teachers and support personnel in the educational process (e.g., educational interpreters, tutors, notetakers, etc.). 6. Various educational placement options (from the perspective of the needs of any given child who is deaf/hard of hearing and consistent with program philosophy) with regard to cultural identity, linguistic, academic, and social-emotional development as well as legal national and state requirements. 7. Communication features (visual, spatial, tactile, and/or auditory) salient to the learner who is deaf/hard of hearing which are necessary to enhance cognitive, emotional and social development. 8. Research in cognition related to children who are deaf/hard of hearing. 9. Cultural dimensions which being deaf/hard of hearing may add to the life of a child. 10. Effect the onset of hearing loss, age of identification, and provision of services have on the development of the child who is deaf/hard of hearing. 11. Impact of early comprehensible communication has on the development of the child who is deaf/hard of hearing. 12. Recognition that being deaf/hard of hearing alone does not necessarily preclude normal academic development, cognitive development, or communication ability. 13. Effect of sensory input on development of language and cognition of children who are deaf/hard of hearing.
14. Effects of families and/or caregivers on the overall development of the child who is deaf/hard of hearing and available resources to help parents deal with their concerns regarding educational options and communication modes/philosophies for their children. 15. Model programs, including career/vocational and transition that have been effective for students with hearing losses. THE STUDENT WILL DEVELOP THE FOLLOWING SKILLS: 1. The student will be able to apply the understanding of theory, philosophy and models of practice to the education of students who are deaf/hard of hearing. 2. The student will be able to articulate pros and cons of current issues and trends in special education and the field of education of children who are deaf/hard of hearing. 3. The student will be able to identify the major contributors to the growth and improvement of past-to-present knowledge and practice in the field of education of children who are deaf/hard of hearing. 4. The student will understand the multicultural implications for deaf/hard of hearing populations. 5. The student will be able to design a transition plan that maximizes opportunities for deaf/hard of hearing children. 6.The student will be able to identify governmental and non-governmental agencies that provide services in the area of deafness including vocational rehabilitation, state commissions, and referral centers. These student learning outcomes align with CEC_CED Standards 1, 2, 3, 9, 10. E. COURSE OUTLINE This course is basically lecture/discussion/participation format. Topics covered: (week 1 &2) I. Historical perspectives A. Early concepts and attitudes B. Development of schools in Europe C. Development of education of the deaf in the U.S. D. Current trends in education of the deaf/hard of hearing/mainstreaming II. Impact of hearing loss on (week 4 & 5) A. Education B. Cognition C. Psychological development D. Sociolinguistic development III. Influences of deafness on (week 6 & 7) A. Family B. Society C. Career/vocation IV. Systems of communication (week 8 & 9) A. Oralism B. Rochester method C. Manually coded systems D. Signed English E. Pidgin F. ASL V. Consequences of hearing loss (week 10 & 11) A. Spoken B. Signed 2
3 C. Written VI. Assessment instruments (week 12 & 13) A. Psychological B. Audiological C. Educational D. Vocational VII. Resources (week 14) A. Vocational rehabilitation B. Interpreting services C. Audiological services D. Speech/language services E. Residential and public schools F. Postsecondary schools and resources VIII. Classroom settings (week 15) A. Self-contained B. Resource C. Itinerant IX. Technological advancements(week 16) A. Hearing aids B. Devices F. COURSE REQUIREMENTS Site visit and reaction reports Historical/cultural multimedia presentation Topical Team participation Case study review Class tests Class attendance and participation G. REQUIREMENTS FOR GRADUATE STUDENTS IN 700-LEVEL --NA H. COURSE EVALUATION Site visit reports Multimedia presentations Discussion group participation Case study reviews Class tests (four) Total 20 pts (10 each) 30 pts 20 pts 30 pts 200 pts 300 pts Grading Scale: 300-275 A 274-249 B 248-223 C 222-197 D 196-171 F All course requirements listed above must be completed for a grade to be given in this course. All written work must be submitted in Standard English. English usage will be considered in course work evaluation, in accordance with EKU policy. Class attendance/participation will be deciding factor in borderline cases.
4 I. STUDENT PROGRESS Students are responsible for monitoring their progress in the course and computing their grades continually as each assignment is returned to them by the instructor. Students deficient in course performance prior to the last day to withdraw from full-semester classes will be informed by the instructor on or before this date. J. ATTENDANCE POLICY Students must be present for all tests. All assignments must be turned in by date given on CLASS SCHEDULE or with instructor's permission. Four absences result in course grade being lowered one letter grade. More than 7 absences result in an "F". K. NOTIFICATION OF THE LAST DAY TO DROP THE COURSE DROP: L. DISABILITIES STATEMENT If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office directly either in person on the third floor of the Student Services Building, by email at disserv@eku.edu or by telephone at (859) 622 2933 V/TTY. Upon individual request, this syllabus can be made available in alternative forms. M. ACADEMIC INTEGRITY STATEMENT Students are advised that EKU s Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity. Course P/N SED 830 Course Title Survey of Education of Deaf and Hard of Hearing CONCEPTUAL FRAMEWORK ELEMENTS CF1: Knowledge - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students. CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. CF4: Technology - Focuses on preparing candidates who are able to use educational
5 technology to help all students learn. CF5: Diversity - Reflects the Unit s commitment to preparing candidates to support learning for all students RELATIONSHIP TO: College of Education Conceptual Framework K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments K CF1 CF2 CF3 CF4 CF5 K K K, A K, A KA 1 TEACHER STANDARDS (2008) STANDARD 1: The teacher demonstrates applied content knowledge STANDARD 2: The teacher designs and plans instruction STANDARD 3: The teacher creates and maintains learning climate STANDARD 4: The teacher implements and manages instruction STANDARD 5: The teacher assesses and communicates learning results STANDARD 6: The teacher demonstrates the implementation of technology STANDARD 7: Reflects on and evaluates teaching and learning STANDARD 8: Collaborates with colleagues/parents/others STANDARD 9: Evaluates teaching and implements professional development STANDARD 10: Provides leadership within school/community/profession Kentucky Teacher Standards Initial or Advanced K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments K, A KA1 TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 - - - - K, A - K, A - -
6 EKU GOALS EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. EKU-G 3. To promote learning through high quality programs, research, and support services. EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community. EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky. EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 X - X X X KERA Initiatives Identify the initiative number(s) for each category Learner Goals/Academic Program of Studies: Program of Studies: Core Content Expectations Understandings Skills & Concepts