SPED 5550/6550 ASL/English Strategies for Teachers of the Deaf and Hard of Hearing Fall 2014 Mondays 4:35 PM 8:05 PM Sandy 124 Carol Ruddell, Instructor 440-8729 cgruddell@comcast.net University of Utah Multi-University Consortium Teacher Training Program in Sensory Impairments
Rationale: The purpose of this course is to develop both the understanding and the skills of signed language communication in educational settings. Students participating in this course will compare, contrast and practice American Sign Language, English sign language systems and Cued Speech. Grammar and vocabulary of the languages and systems will be developed and enhanced. Students will investigate home and educational use of sign language and the issues impacting sign language choice and implementation. The use of Total Communication, conceptual accuracy in education, and cultural diversity and impacts will be evaluated. Students are expected to improve their communication fluency, and to develop receptive and expressive skills with children and adults in the home, community and educational settings. Student Objectives: 1. Students will gain an understanding of, and practice sign languages and systems: American Sign Language, Seeing Essential English I, Signing Exact English II, Signed English, Pidgin Sign Language and Cued Speech. 2. Students will compare and evaluate theories of educational communication and instruction, historical and contemporary: BiLingual-BiCultural Education, Conceptually Accurate Sign English, Simultaneous Communication, Total Communication and Cued Speech. 3. Students will evaluate the various signed communication options available within educational settings, within families and in the community. 4. Students will practice American Sign Language for instructional purposes and compare to written and read English, utilizing ASL-English strategies. 5. Students will gain an understanding of the unique communication needs of deafblind and multiply disabled students with hearing impairments. 6. Students will gain an understanding of the Deaf Culture and Community through discussion and participation in community activities. 7. Students will improve the fluency of their sign language communication with hearing impaired children in education settings and with adults in the community. 2
Required Texts: Bornstein, H. (1990) Manual communication: Implications for education. Gallaudet University Press, Washington, D.C. Bornstein, H., Saulnier, K., & Hamilton, L. (1983). The comprehensive signed english dictionary. Gallaudet University Press: Washington D.C. Gustason, G., Zawolkow, E. (1993). Signing exact english. Modern Signs Press, Inc.: Los Alamitos, CA. Schwartz, S. (Ed.). (2007). Choices in deafness: A parent s guide to communication options, 3 rd Ed. Woodbine House: Bethesda, MD. Course Evaluation Procedures: These evaluation procedures apply to all students. Written Examinations: 24% The three written examinations will assess the students understanding and evaluation of the philosophies, theories and signed languages presented and discussed during class, and in the textbook and assigned readings. Tests may be submitted in written form or via email. Expressive and Receptive Skills Tests: 60% Students will submit three videotapes, and accompanying typed texts, of short presentations for expressive skills assessment. Receptive skills will be tested through in-class presentation by the Instructor. Assignments sheets with complete directions will be distributed in class. 3
Field Practice: 16% Field Practice with deaf children and adults will be two fold. First, students are responsible to make five half-day visits to a classroom of deaf children. During the visit, students are responsible to present signed activities and to observe classroom communication and instruction. Secondly, the students are responsible to participate in five local deaf community activities. Summary reports of each of these experiences will be submitted for grading. Reports are due Week 9 and Week 13. Dates Observation Activity Week 3 News, Calendar Time, or Organizing of the Day Tell a Children s story Week 5 PE or game time Tell a Current Events Story Week 7 Language or Reading time Teach game to 2 or 3 students Week 10 Week 12 Math Lesson Social Studies or Science Tell a Children s Literature story tied to a content area and link to English text Teach a Math game to 2 or 3 students, and link to English text Course Labs Optional Sign Language Skill labs may be conducted each Saturday before class, as arranged in advance with the instructor. Students should come prepared with stories, lessons or units they wish to learn to sign more fluently. These labs are not mandatory, but rather are offered to assist the students in developing their skills. Course Grades: 93 100 = A 78 79 = C+ 90 92 = A- 73 77 = C 88 89 = B+ 70 72 = C- 83 87 = B 68 69 = D+ 80 82 = B- 63 67 = D 60 62 = D- Below 60 = E 4
NOTES: Any student requiring special accommodations should inform the instructor at the beginning of the semester. Due to the nature of this course, attendance is critical. Should an absence occur, the student should make prior arrangements with the instructor. Assignments are due on the dates noted in this syllabus. Late assignments will not be accepted or awarded credit. The Department of Special Education is committed to policies of equal opportunity and affirmative action and prohibits discrimination on the basis of race, color, national origin, religion, sex, sexual orientation, age or status as a Vietnam veteran, disabled veteran or a person with a disability. The Department of Special Education seeks to provide equal access to its programs, services and activities for people with disabilities. Reasonable prior notice is needed to arrange accommodations. Evidence of practice not consistent with these policies should be reported to the Office of Equal Opportunity and Affirmative Action, 581-8365 (voice or TDD). It is expected that students will maintain a respectful and civil atmosphere during class meetings. Thus, expectations are that students: Prevent disruptions by turning off and refraining from use of cell phones and beepers, and by putting away extraneous reading materials. Use of laptop computers in class is not allowed without the instructor s permission. Adhere to the University of Utah code for student conduct. In order to maintain a positive, civil environment for learning I expect that all students will strive to meet the goals described in the University of Utah s Student Code, which states the mission of the University of Utah is to educate the individual and to discover, refine and disseminate knowledge. The University supports the intellectual, personal, social and ethical development of members of the University community. These goals can best be achieved in an open and supportive environment that encourages reasoned discourse, honesty, and respect for the rights of all individuals. Students at the University of Utah are encouraged to exercise personal responsibility and self-discipline and engage in the rigors of discovery and scholarship. Following the Student Code, I adopt a zero-tolerance policy for academic misconduct in this course. Academic misconduct, according to the University of Utah Student Code, includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct. Again, utilizing the ideas, expressions, or words of others without citing the source constitutes plagiarism. Therefore, you must cite sources in ALL your work. Please also note that you may not submit an assignment for this class that has been previously submitted for another course. You will be held accountable to high standards for academic integrity and should read and understand the policy on academic integrity as printed in the University of Utah s Student Handbook. Please read the Student Code of Academic Conduct available at: http://www.admin.utah.edu/ppmanual/8/8-10.html. 5
Course Schedule Week 1: August 25 Bornstein Chapter 1 Review of syllabus, course objectives and assignments Discussion: history of signed languages, define and explain the differences, changes and results over time; comparison of natural languages and methodological systems; characteristics of languages; English and ASL; Discussion: Sign communication verses instructional use of language; instructional opportunities in educational settings; register and manual vs. nonmanual information. ASL Linguistics: Morphemes, Phonemes, Lexicon, Syntax, Semantics, Pragmatics, and Spatial Organization, Spatial Listing (week 1 and 2) In class paired practice. Labor Day No Class Week 2: September 8 Bornstein, Chapter 2 and 5 Schwartz, Chapter 5 American Sign Language Manual Features: Review of the features within ASL; practice each type of manual feature. Children s reference for storytime and fairy tales. Practice manual features in pairs. ASL Linguistics: Classifiers, Pronominalization, Question Forms, Adjective Modification, Time Concepts, Negation, Rh Question, Body Tone, Facial Expression, including mouth/cheek formation and movement. Bring a 20 sentence story to share with the class utilizing ASL. Week 3: September 15 Handouts of readings American Sign Language; Non-manual features of ASL; ASL grammar; time concepts; pronouns and tense. Practice incorporating into the Manual Features; Bilingual/Bicultural Education, historical and contemporary philosophies and practices. American Sign Language Non-Manual Features: Review Non-Manual features within ASL; ASL practice. In class practice. ASL Linguistics: Adverbial modification, Noun-Verb Pairs and repeated verbs development Bring a short lesson to teach your classmates utilizing ASL instructionally with English texts. 6
Week 4: September 22 Readings on CD Handouts of readings Bilingual/Bicultural Education Discussion. In class practice of ASL and written English strategies. Demonstration, strategies and practice. Bring a short lesson to teach your classmates utilizing ASL instructionally with English texts. Week 5: September 29 Bornstein, Chapter 6 Gustason et al. SEE II Receptive Skills Assessment 1 for American Sign Language Fingerspelling and numbers; Manually Coded English Systems; the history and purpose of MCE systems. Morphemic based sign system, the development and use of Seeing Essential English (SEE I). ASL Expressive Video due Written Exam 1 due Week 6: October 6 SEE II Text Continue Manually Coded English Systems: The development and use of Signing Exact English (SEE II), reason for and use of markers. Signing Exact English II: student's educational needs, in class practice. group and individual receptive and expressive practice. Bring a 20 sentence SEE II story to share. October 13: FALL BREAK Week 7: October 20 Bornstein, Chapter 7 Comprehensive Signed English Practice of SEE II. Continue Manually Coded English: Signed English, it s development and use: Meaning based selection of sign vocabulary. group and individual receptive and expressive practice. Bring a 20 sentence SEE II story to share. Week 8: October 27 Comprehensive Signed English 7
In class receptive and expressive Signed English practice. Complete paired use of ASL and Signed English for the same texts. Factors influencing sign language choices in instructional settings. Review SE Published materials. Bring a 20 sentence Signed English story to share. Week 9: November 3 Bornstein Chapter 3 Discussion: Parental decision making, sign language choice in the classroom; compare and contrast; decision making and selection of appropriate signed language. Discussion of signed language use with children in home and education, compare and contrast; decision making and selection of appropriate signed language; In class practice of ASL and written English strategies. Bring a short lesson to teach your classmates utilizing ASL instructionally with English texts, which include written outcomes. Reports of two community visits due. Reports of two classroom visits due. Week 10: November 10 Bornstein, Chapter 4 Readings on CD Receptive Skills Assessment 2 for Manually Coded English Systems Pidgin Sign English: its emergence and intent; evolution of its use; contact language use, implications in educational and home settings. Defining Simultaneous Communication. Pidgin Sign English Written Exam 2 Due Expressive Skills Assessment 2 Videotape due Week 11: November 17 Schwartz, Chapter 8 Readings on CD Simultaneous Communication, Total Communication; development; purposes for varying ages of children; defining use and implications in educational and home settings; purpose for varying ages of children. Bring a 20 sentence ASL story to share Bring a 20 sentence Signed English story to share. 8
Week 12: November 24 Bornstein, Chapter 8 Schwartz, Chapter 6 Handouts Guest Speaker: Cued Speech: the phonemically coded system; a review of development and use within educational settings and the community. Cued Speech in ASL/English instruction. Bring a short lesson to teach your classmates utilizing ASL instructionally with English texts, which include written outcomes. Week 13: December 1 Bornstein, Chapter 9 Handouts of readings Communication with deafblind and multiply disabled deaf children and their families; discussion of the unique communication needs. Tactile signing procedures for deafblind will be reviewed and practiced. Communication with multi-disabled children; implications and practice. Three classroom visit reports due. Three community visit reports due. Bring a short lesson to teach your classmates utilizing ASL instructionally with English texts, which include written outcomes. Week 14: December 8 Bornstien Chapter 10 Communication/sign language policies and guidelines of school programs. Compare strengths and weaknesses of the programs. Discussion of Signed Language use, compare and contrast each system discussed during the two courses; decision making and selection of appropriate signed language instruction in school settings and communication in home and community settings. Final preparation review and practice. Exam Week: December 15 Final wrap-up of course and evaluations. Receptive Skills Assessment 3 in class Expressive Skills Assessment 3 Videotape due Written Exam 3 Due 9
SpEd 5550/6550 ASL / English Strategies Grade Summary Sheet, Fall 2014 Name: Assignment Value Weighted Values Written Exam 1 X.08 Written Exam 2 X.08 Written Exam 3 X.08 Receptive Exam 1 X.10 Expressive Exam 1 X.10 Receptive Exam 2 X.10 Expressive Exam 2 X.10 Receptive Exam 3 X.10 Expressive Exam 3 X.10 Field Practice Classroom 1 /10 Classroom 2 /10 Classroom 3 /10 Classroom 4 /10 Classroom 5 /10 Community 1 /10 Community 2 /10 Community 3 /10 Community 4 /10 Community 5 /10 X.16 Total Grade Letter Grade 10
References Curtis, Barbara. (2001). Whispering?? Not a deaf individual s right!!??. Views 18, 12-13. Esterbrooks, S. & Baker, S. (2001). Language Learning in Children Who are Deaf and Hard of Hearing; Multiple Pathways. Pearson Esterbrooks, S. & Beal-Alvarez, J. (2013). Literacy Instruction for Students Who are Deaf and Hard of Hearing. Oxford University Press. Gartner, Z. (1996, January and February). Torn between two worlds. Deaf Life, 11-16, 12-18. Kushalnagar, P, Hannay, H & Hernandez, A (2010). Bilingualism and Attention: a study of balanced and unbalanced bilingual deaf users of american sign language and english. Journal of Deaf Studies and Deaf Education. 15, 263-273. Luetke-Stahlman, B. & Luckner, J. (1991). Deafness and deaf culture as curriculum components. In Effectively educating students with hearing impairments. (pp. 347-356). White Plains, NY: Longman. Luetke-Stahlman, B & Milburn, W. (1996). History of seeing essential english (SEE 1). American Annals of the Deaf, 141, 29-33. Livingston, S. (2010). Teaching Deaf and Second Language Students to be Better Writers. Gallaudet University Press. Mayer, C & Akamatsu, C. (1999). Bilingual-bicultural models of literacy education for deaf students: Considering the claims. Journal of Deaf Studies, 4, 1-8. Moores, D. F. (1990). (Personal communication, January 1990). 11
Mueller, V & Hurtig, R. (2010). Technology-enhanced shared reading with deaf and hard-of-hearing children: The role of the fluent signing narrator. Journal of Deaf Studies and Deaf Education, 15, 72-101 Ormel, E, Knoors, H, Hermans, D & Verhoeven, L. (2009). The role of sign phonology and iconicity during sign processing: the case of deaf children. Journal of Deaf Studies and Deaf Education, 14,436-448. Schirmer, B. (2000). Language Literacy Development in Children Who Are Deaf, 2 nd Ed. Pearson. Paul, P. V. & Quigley, S. P. (2004). American sign language English bilingual education. In P. McAnally, S. Rose & S. Quigley (Eds.), Language learning practices with deaf children (pp. 219-253). Austin, TX: Pro-Ed. Reilly, J. and McIntire, M. (1980) American sign language and pidgin sign english: What s the difference? Sign Language Studies, 27, 151-192. Ruddell, C. (1998). English sign language systems: A brief comparison. Unpublished. Schlesinger, H. (1986). Total communication in perspective, In D. Luterman (Ed.). Deafness in perspective (pp. 87-116). Schwartz, S. (1996). A communication fairy tale. In S. Schwartz (Ed.). Choices in deafness: A parents guide to communication options (pp. 267-268). Bethesda, MD: Woodbine House. Scouten, E. (1984). The advent of total communication 1967. Turning Points in the Education of the Deaf. (pp. 326-330). Scouten, E. (1984). The a.g. bell association meets total communication 12
1972. Turning Points in the Education of the Deaf. (pp. 346-365). Scientific Communications Program, Gallaudet Research Institute. (1989). Unlocking the curriculum: Principles for achieving access in deaf education (Working Paper 89-3). Washington, DC: Johnson, R. E., Liddell, S. K. & Erting, C.J. Smith, T. (1994). Practical tips for working and socializing with deaf-blind people. Sign Media Inc.: Burtonsville, Maryland. Chapters 8, 9, 10, 11, 12 and 13. Stewart, D.A. (1991). ASL intervention strategies for teachers. In D. S. Martin (Ed.), Advances in cognition, education and deafness (pp. 356-361). Washington, DC: Gallaudet University Press. Stewart, L. (1989). (Personal communication, December 14, 1989). Stewart. L. G. (1989). Debunking the bilingual/bicultural snow job in the american deaf community. (A Deaf American Monograph, Vol. 39). Silver Spring, MD: National Association for the Deaf. Tinsley, K. (2001). Educational interpreting for special needs students. Views, 18; 1, 6, 42. Trezek, B. Paul, P & Wang, Y. (2009). Reading and Deafness: Theory, Research, and Practice. Cengage Learning. Sign language policies for review: Texas Education Agency Wisconsin School for the Deaf South Carolina School for the Deaf Michigan School for the Deaf St. Rita s School for the Deaf Utah School for the Deaf Student request 13