Description:

        The education of deaf/hard-of-hearing (d/hh) students is continually evolving. While the shift from residential to day school and from oral to total communication has long since stabilized, new changes are now underway. A resurgence of Oral "Option" schools is occurring simultaneously with a growing acceptance and use of American Sign Language within Bilingual/Bicultural programs for d/hh students. The traditional "self-contained" and "resource" classrooms are being increasingly replaced with "inclusion placements" and "Itinerant" teachers. Legislative mandates, Federal initiatives and technological innovations are daily impacting upon how teachers teach, what they teach and where they teach. Non-categorical grouping of students, medical breakthroughs that enable gravely ill infants to survive and societal realities of drug and child abuse combine to yield a demographic profile of d/hh students that is both complex and diverse. The challenge of effectively educating such students is compounded by the fact that two parent families is the exception, rather than the rule. Parental time to participate in and support their children's education is severely restricted by the economic need for full time employment. The one constant in this entire process is the teacher of the deaf. Such teachers are increasingly the only individual in the entire school district with formal expertise in the education of d/hh students. As a result, the Deaf Ed. teacher is expected to know how to:

1. access linguistic and academic strengths and weaknesses;
2. establish short and long educational objectives;
3. determine needed support services;
4. design and implement formal and informal assessment protocols;
5. monitor and adjust educational programming;
6. identify, modify and use appropriate curricular materials;
7. prepare and support general education teachers and other support personnel as they provide direct services to d/hh students; and
8. inform, respond to and encourage parents.

The most difficult aspect of this amazing array of professional responsibilities is that teachers of the Deaf must frequently act without the benefit of peer support or significant professional development opportunities. The isolated, complex and demanding nature of the teacher's job necessitates that s/he develop the knowledge, skills, attitudes and resources that will be needed to effectively educate d/hh students. Given the continually evolving nature of education, it is also essential that teachers establish the technological skills that are needed to update, enhance and share their expertise. This course, in conjunction with its field component and parallel Deaf Ed. courses, is designed to assist Deaf Ed. majors in establishing the necessary expertise.

Objectives:

By the completion of this course, students will be able to identify and explain:

1. the process through which d/hh students are identified, evaluated, served and monitored within a range of educational settings and communication strategies (e.g., self-contained, resources and itinerant & oral, total communication and bilingual/bicultural);
2. the essential linguistic and instructional characteristics of ASL and school sign systems;
3. the day-to-day realities, collaborative needs, curricular, instructional and evaluative strategies that are needed to effectively educate d/hh students across the grade levels;
4. the technological understanding and skills that will be needed to effectively gather and share information, once they leave the university setting; and
5. the philosophies, instructional strategies, curricular resources, behavioral techniques and evaluation protocols that reflect their personnel conceptualization of an effective teacher of d/hh students.

Texts:

Required:

    Bornstein, Harry (Ed.) (1990). Manual communication: Implications for education. Washington, DC: Gallaudet University Press.

    Coutinho, Martha J., & Reep, Alan C. (1999). Inclusion: The integration of students with disabilities. Belmont, CA: Wadswoth Publishing Company.

    Schwartz, Sue (Ed.) (1996). Choices in deafness: A parents' guide to communication options (2nd Edition). Bethesda, MD: Woodbine House.

Reference:

    Johnson, Robert, Liddel, Scott, & Erting, Carol (1989). Unlocking the curriculum: Principles for achieving access in deaf education. Gallaudet Research Institute Working Paper 89-3. Washington: Gallaudet University.

    Kretschmer, Richard, & Kretschmer, Laura (Ed.). Communication assessment of hearing-imparied children: From conversation to classroom. Journal of Academy of Rehabilitative Audiology, Monograph Supplement #21.

    Lane, Harlan, Hoffmeister, Robert, & Bahan, Ben (1996). A journey into the Deaf world. San Diego, CA: Dawn Sign Press.

    Livingston, Sue (1997). Rethinking the education of deaf students. Portsmouth, NW: Heinemann.

    Mahshie, Shawn N. (1995). Educating deaf children bilingually. Pre-College Publications, Washington: DC.

    Nover, Stephen M., & Andrew, Jean F. (1998). Critical pedagogy in deaf education: Bilingual methodology and staff development. Santa Fe, New Mexico: New Mexico School for the Deaf.

    Luetke-Stahlman, B., & Luckner, J. (1991). Effectively educating students with hearing impairments. New York: Longman.

    Schirmer, Barbara (1994). Language and literacy development in children who are deaf. New York: MacMillan Publishing Company.

    Wilbur, Ronnie (1987). American sign language and sign systems (2nd ed.). Baltimore: University Park Press

Schedule:

Grading:

Projects:

    A.    Portfolio Refinement & Enhancement
        1.    Old information
            a.     philosophy
                (1)     introduction
                (2)     bulleted information w/ references
                (3)     summary
            b.     instructional strategies
                    (same as above)
            c.     instructional resources
                    (same as above)
            d.     learning environment
                    (same as above)
            e.     assessment protocols
                    (same as above)

        2.    New Information: Practicum Information
            a.     Cooperating Teacher/Classroom Information (exact format to be determined through class discussion)
                (1)     Contextual Description
                (2)     Weekly Schedule
                (3)     Instructional Philosophy
                (4)     Instructional Strategies
                (5)     Curricular Resources
                (6)     Learning Environment
                (7)     Evaluation Protocols
                (8)     Collaborative Interactions
            b.     Praticum Student Information
                (1)     Weekly Log of Questions, Answers & Insights
                (2)     Weekly Assignment of Communication Skills
                (3)     Weekly Assignment of Instructional Skills
                (4)     Summary Analysis
                        a)     information
                        b)     communication
                        c)     instruction
                                                      

    B.    Cyber Mentor Submission - each student will be assigned 1-2 "Cyber Mentors"
        1.    Weekly submission of "Cyber Log"
                a.     date
                b.     time
                c.     topics discussed
                d.     information gained/gathered
                e.     information shared
        2.    Term Summary Web Submission
                a.     Cyber Mentor Descriptive Information
                b.     Key Information Gained
                        1)     categories
                        2)     information + use
                c.     Key Resources Gained
                        1)     categories
                        2)     information + use
                d.     Key Information Gathered/Shared        
                        1)     categories
                        2)     information + use
        3.    Resulting Insights & Questions
                a.     Insights
                b.     Questions

    C.    Deaf Mentor Submission - each student will be expected to meet on a regular basis with one of the program's Deaf Mentors. As a result of those meetings, students will:
        1.    Weekly submission of "Deaf Mentor Log"
                a.     date
                b.     time (i.e., to/from)
                c.     topics discussed
                d.     information gained/gathered
                e.     information shared
        2.    Term Summary Web Submission
                a.     Deaf Mentor Descriptive Information
                b.     Key Information Gained
                        1)     categories
                        2)     information + use
                c.     Key Resources Gained
                        1)     categories
                        2)     information + use
        3.    Resulting Insights & Questions
                a.     Insights
                b.     Questions         

Uploaded By: Debbie Slyh/Kent State University/Deaf Education Major