University of Utah Department of Special Education ASL/English Instructional Strategies SP ED 5550/6550 Course Syllabus 4 Credit Hours Fall 2018

Instructor: Carol Ruddell Time: Saturdays, 9:00 AM – 1:00 PM : Sandy Campus 10011 Centennial Parkway, Suite 100, Room 207

Phone: 801-440-8729 Email: [email protected]

Multi-University Consortium Teacher Preparation Program in Sensory Impairments

Rationale: The purpose of this course is to develop both the understanding and the skills of signed communication in educational settings. Students participating in this course will compare, contrast and practice American , English sign language systems and Cued Speech. Grammar and vocabulary of the 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.

This course includes components of CEC standards 1,3,4,6,7,8, and 9 in the areas of models and theories and philosophies, historical points of view, cultural dimensions of hearing loss, evidence based practices and instructional strategies to support and enhance communication , sources of specialized materials, activities to promote literacy in ASL, application of 1st and 2nd language teaching strategies, selection and use instructional strategies according to learner characteristics, lesson plan preparation, selection of resources and design of materials, administration of assessment using the preferred language of the individual, analysis of language samples, and interaction with a variety of individuals who are Deaf or hard of hearing on an adult-adult level.

Student Objectives:

1. Students will understand, define, practice and demonstrate sign languages and systems: , Seeing Essential English I, 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 understand, identify and explain the unique communication needs of deafblind and multiply disabled students who are Deaf and Hard of Hearing.

2 6. Students will describe and explain Deaf Culture and Community through discussion and participation in community activities.

7. Students will improve the fluency of their sign language communication with Deaf and Hard of Hearing children in education settings and with adults in the community.

Required Texts:

Bornstein, H. (1990) : 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, 3rd Ed. Woodbine House: Bethesda, MD.

Selected readings will be provided by the Instructor. (pages 13 thru 16 of this syllabus)

3 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 or electronic form.

Expressive and Receptive Skills Tests: 60%

Students will submit three videos, 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.

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.

Classroom visits:

Dates Observation Activity Week 3 Organizing of the Day activity 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 Tell a Children’s Literature story tied to a Week 10 Math Lesson content area and link to English text Teach a Math game to 2 or 3 students, and link Week 12 Social Studies or Science to English text

4 Course Labs

Optional ASL skill labs may be conducted each Monday before class, as arranged in advance with the instructor. Students should come prepared with stories, lessons or units they wish to learn to sign 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

5 University Policies

1. The Americans with Disabilities Act. 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 this class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, (801) 581-5020. CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in an alternative format with prior notification to the Center for Disability Services.

2. Addressing Sexual Misconduct. Title IX makes it clear that violence and harassment based on sex and gender (which Includes sexual orientation and gender identity/expression) is a civil rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581- 7776. To report to the police, contact the Department of Public Safety, 801-585- 2677(COPS).

3. Preferred first name. Class rosters are provided to the instructor with the student’s legal name as well as “Preferred first name” (if previously entered by you in the Student Profile section of your CIS account). While CIS refers to this as merely a preference, I will honor you by referring to you with the name and pronoun that feels best for you in class, on papers, exams, group projects, etc. Please advise me of any name or pronoun changes (and update CIS) so I can help create a learning environment in which you, your name, and your pronoun will be respected. If you need assistance getting your preferred name on your UIDcard, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email [email protected] to schedule a time to drop by. The LGBT Resource Center hours are M-F 8am-5pm, and 8am-6pm on Tuesdays.

4. The student code of conduct and academic misconduct The entire Student Code for the University of Utah can be found at http://regulations.utah.edu/academics/6-400.p

6 “Academic misconduct” includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information, as defined further below. It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct.

• “Cheating” involves the unauthorized possession or use of information, materials, notes, study aids, or other devices in any academic exercise, or the unauthorized communication with another person during such an exercise. Common examples of cheating include, but are not limited to, copying from another student's examination, submitting work for an in-class exam that has been prepared in advance, violating rules governing the administration of exams, having another person take an exam, altering one's work after the work has been returned and before resubmitting it, or violating any rules relating to academic conduct of a course or program.

• Misrepresenting one's work includes, but is not limited to, representing material prepared by another as one's own work, or submitting the same work in more than one course without prior permission of both faculty members.

• “Plagiarism” means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual's words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.

• “Fabrication” or “falsification” includes reporting experiments or measurements or statistical analyses never performed; manipulating or altering data or other manifestations of research to achieve a desired result; falsifying or misrepresenting background information, credentials or other academically relevant information; or selective reporting, including the deliberate suppression of conflicting or unwanted data. It does not include honest error or honest differences in interpretations or judgments of data and/or results. • “Academic sanction” means a sanction imposed on a student for engaging in academic or professional misconduct. It may include, but is not limited to, requiring a student to retake an exam(s) or rewrite a paper(s), a grade reduction, a failing grade, probation, suspension or dismissal from a program or the University, or revocation of a student's degree or certificate. It may also include community service, a written reprimand, and/or a written statement of misconduct that can be put into an appropriate record maintained for purposes of the profession or discipline for which the student is preparing.

5. Wellness Statement. Personal concerns such as stress, anxiety, relationship difficulties, depression, cross- cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the Center for Student Wellness at www.wellness.utah.edu or 801-581-7776.

7 Class Policies

Note: This syllabus is meant to serve as an outline and guide for our course. Modifications may be made with reasonable notice to the students. I may also modify the Course Schedule to accommodate the needs of our class. Any changes will be announced either in class or email, or posted on Canvas under Announcements.

Any student requiring special accommodations should inform the instructor at the beginning of the semester following the procedures of the University Disability Resource Center.

Due to the nature of this course, attendance is critical. Should a student be absent, he or she is responsible for the content, work and learning.

Students are responsible to complete assigned readings in advance of class discussions. Assignments are due on the dates noted in this syllabus. Late assignments will not be accepted or awarded credit.

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. 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.

8 Course Schedule

Week 1: September 1 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, , Lexicon, Syntax, Semantics, Pragmatics, and Spatial Organization, Spatial Listing (week 1 and 2)

In class paired practice.

Week 2: September 8 Bornstein, Chapter 2 and 5 Schwartz, Chapter 5

American Sign Language in education Children’s reference for storytime and fairy tales. Practice children’s stories in ASL. Review and practice of ASL Linguistics: Manual and nonmanual features - Classifiers, Pronominalization, Question Forms, Adjective Modification, Time Concepts, Negation, Rh Question, Body Tone, Facial Expression, including mouth/cheek formation and . In class practice.

Bring a 20 sentence story to share with the class utilizing ASL.

Week 3: September 15 Readings

Bilingual/Bicultural Education, historical and contemporary philosophies and practices. Review and practice of ASL Linguistics: Adverbial modification, Noun-Verb Pairs and repeated verbs development. Manual and non-manual features of ASL; ASL grammar; time concepts; pronouns and tense. Practice fluency of non-manual manual features In class practice.

Bring a short lesson to teach your classmates utilizing ASL instructionally with English texts.

9 Week 4: September 22 Readings

Bilingual/Bicultural Education Discussion continues. Assessing children’s use and fluency of American Sign Language. 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; 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 Assessment 1 due

Week 6: October 6 Signing Exact English

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.

10 Week 8: October 27 Comprehensive Signed English

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

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

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 short lesson to teach your classmates utilizing ASL instructionally with English texts, which include written outcomes.

11

Week 13: December 1 Bornstein, Chapter 8 and 9 Schwartz, Chapter 6 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. Cued Speech: the phonemically coded system; a review of development and use within educational settings and the community. Cued Speech in ASL/English instruction.

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.

Receptive Skills Assessment 3 in class

Exam Week: Tuesday, December 11, 2018

Expressive Skills Assessment 3 Videotape due Written Exam 3 Due

12 SpEd 5550/6550 ASL / English Instructional Strategies Grade Summary Sheet, Fall 2018

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 X .16 Community 1 /10 Community 2 /10 Community 3 /10 Community 4 /10 Community 5 /10

Total Grade Letter Grade

13 Additional Readings

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.

Fisher S & van der Hulst, H. (2010) Sign Language Structures. In Marschark, M. &

Spenser, P. (Eds.), The oxford handbook of deaf studies, language, and education: Volume 1:

second edition, (336-349), New York, 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 . 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.

14 Mayberry, R. (2010). Early language acquisition and adult language ability: What sign

language reveals about the critical period of language. In Marschark, M. & Spenser, P. (Eds.),

The oxford handbook of deaf studies, language, and education: Volume 1: second edition, (336-

349), New York, Oxford University Press 2010, 19:281-291.

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).

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

Nielsen, D, Luetke B & Stryker D. (2011). The Importance of Morphemic Awareness to

Reading Achievement and the Potential of Signing Morphemes to Supporting Reading

Development. Journal of Deaf Studies and Deaf Education, 16:3, 275-288

Nielsen, D, Luetke B, McLean M, & Stryker D. (2016) The English-language and reading

achievement of a cohort of deaf students speaking and signing Standard English: A preliminary

study. American Annals of the Deaf, 161 (3), 342-368.

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.

Pittman P, Sass-Lehrer, M & Abrams S. 2016. Sign language, sign systems and other

visual modalities. In Moeller M, Ertner D &Stoel-Gammon C, Eds. Promoting Language &

Literacy in Children Who are Deaf and Hard of Hearing. (149-179) Baltimore, Paul H. Brookes

15 Publishing.

Schick, B. (2010). The development of American sign language and manually coded

English systems. In Marschark, M. & Spenser, P. (Eds.), The oxford handbook of deaf studies, language, and education: Volume 1: second edition, (229-240), New York, Oxford University

Press

Schirmer, B. (2000). Language Literacy Development in Children Who Are Deaf, 2nd Ed.

Pearson.

Paul, P. (2009) Sign systems. Language and Deafness. (165-211) Jones and Bartlett

Publishers, LLC.

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.

Schick, B. (2011). The Development of sign language and manually coded english

systems. In Marschark, M. & Spenser, P. (Eds.), The oxford handbook of deaf studies, language,

and education: Volume 1 second edition, (229-240), New York, Oxford University Press

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

16 deafness: A parents’ guide to communication options (pp. 267-268). Bethesda, MD: Woodbine

House.

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.

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” 1972.

Turning Points in the Education of the Deaf. (pp. 346-365).

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 (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.

17 Wilbur, R.B. (2010). Modality and the structure of language: sign languages versus

signed systems. In Marschark, M. & Spenser, P. (Eds.), The oxford handbook of deaf studies,

language, and education: Volume 1: second edition, (350-366), New York, Oxford University

Press

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

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