DOCSLIB.ORG

Race, Ethnicity, Language, and Disability (REALD) Implementation Guide Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Race, Ethnicity, Language, and Disability (REALD) Implementation Guide Contents Race, Ethnicity, Language, & Disability (REALD) Implementation Guide Acknowledgments We acknowledge the time, dedication and effort shown by members of the REALD Policy Committee who met in 2016-2017 and worked to draft the REALD Implementation Policy. Also, we want to acknowledge the nearly 100 community members who participated in community engagement sessions in 2017. We also thank the staff from across Oregon Health Authority for their questions and ongoing work that led to the development of the implementation guide. For more information: Contact Marjorie McGee at [email protected] or 971- 673 -3390. Suggested citation: McGee, M.G. (2020). Race, ethnicity, language and disability (REALD) implementation guide. Portland, Oregon: Oregon Health Authority, Equity and Inclusion Division. This document can be provided upon request in an alternate format for individuals with disabilities or in a language other than English for people with limited English skills. To request this publication in another format or language, contact the Office of Equity & Inclusion at 971-673-3390 (voice or VRS), or email Marjorie McGee, Ph.D. at [email protected]. 2 Race, Ethnicity, Language, and Disability (REALD) Implementation Guide Contents » Acknowledgments ...........................................................................2 » Contents ...........................................................................................3 » Introduction ......................................................................................6 » Overview of the guide ..................................................................6 » 1. REALD and what it means for Oregon ..........................................9 » Why race, ethnicity, language, and disability (REALD) demographic data collection matters .................................................9 » What is REALD? ........................................................................ 11 » Applicability: Who needs to collect REALD data? ........................ 15 » History: How was REALD developed? ......................................... 16 » Benefits of using REALD data ..................................................... 17 » 2. Understanding REALD categories and questions ....................... 19 » Key REALD elements ................................................................. 19 » General REALD FAQs ................................................................. 21 » Racial and ethnic identity ..........................................................23 » Language and communication ....................................................33 » Disability ....................................................................................36 » 3. REALD implementation policy and work plans ..........................45 » Work plan frequently asked questions ........................................65 » Frequently ask questions – data exemptions and extensions .......65 » 4. Data collection ..........................................................................68 » What to collect ...........................................................................68 » Language questions ...................................................................69 » REALD data collection templates and checklists .........................69 Primary racial or ethnic identity question .................................... 70 » Race, Ethnicity, Language, and Disability (REALD) Implementation Guide 3 » Clarification for select racial or ethnic identities .......................... 71 » Response matrix – asking the race or ethnicity question ............. 72 » Disability questions – when to probe .......................................... 73 » Design of data collection tools .................................................... 73 » Data systems (tools) ................................................................... 81 » 5. Data quality, analyses and reporting .........................................84 » Using REALD to improve data quality ..........................................84 » Intermediate aggregation ........................................................... 87 » Race and ethnic specific analyses – some considerations ...........90 » Types of analyses and reporting using REALD ............................90 » Considerations of disability specific analyses .............................. 97 » 6. REALD data collection resources ............................................ 107 » REALD paper-based survey templates ..................................... 107 » IDEAS decision aid ................................................................... 107 » Other resources for data collection ........................................... 108 » 7. REALD and community engagement ........................................ 109 » Community engagement and the IDEAS decision aid to guide community engagement.............................................. 109 » Sharing data ............................................................................110 » 8. Community engagement resources ..........................................113 » Resources for engaging with communities equitably ..................113 » 9. References for researchers .......................................................115 » Documented health inequities (and collecting data to address inequities) ...............................................................115 Intersectionality – theory, methods and use in » health research .........................................................................119 4 Race, Ethnicity, Language, and Disability (REALD) Implementation Guide » Strategies associated with small sample sizes ......................... 121 » References .............................................................................. 123 » Appendix A. Reliability and validity of the ACS disability questions ...................................................................... 134 Glossary of terms and acronyms ................................................. 142 » Race, Ethnicity, Language, and Disability (REALD) Implementation Guide 5 Introduction The purpose of this guide is to provide in-depth information to facilitate implementation of the Race, Ethnicity, Language, and Disability (REALD) demographic data collection standards. This guide also includes information to support analysis and reporting of REALD data. Overview of the guide Below is a brief overview of each section of this guide. Many sections includes links to additional resources. A glossary of terms and acronyms used in this guide follow. 1. REALD and what it means for Oregon: This section covers: • Why REALD matters, what it is, and the purpose of REALD • Who REALD applies to, and • A history of how and why REALD was developed. This section explains the benefits of increased details in the standards. This section also provides an overview of foundational concepts underlying the REALD standards. This includes: • Health equity • Inequities, inequities, and • Social determinants of equity and health. 2. Understanding the REALD categories and questions: This section begins with an overview of REALD categories and questions. There are detailed FAQs for: • Race and ethnicity • Language, and • Disability. This section also provides indepth examples of subgroup differences by racial and ethnic identity categories. 6 Race, Ethnicity, Language, and Disability (REALD) Implementation Guide 3. REALD Implementation Policy and work plan: This section reviews key REALD Implementation Policy and work plan requirements. It describes how older datasets are being brought into compliance, following prioritization. There is a work plan template, checklist for data collection tools, and a flowchart of the implementation process. There is an explanation of the analyses and reporting requirements of the REALD Implementation Policy. 4. Data collection: This section includes key points and concepts about • REALD data collection • Accessibility requirements • Guidelines for designing and formatting questions, as well as information on messaging, and how to “ask the questions,” and, • Ways to collect, map and store REALD data. Additional information on training needs, as well as other resources and tools to aid in data collection are also provided. 5. Data quality, analyses and reporting: Suggestions for data quality checks are in this section. There are also guidelines for analyses and reporting such as: • Intermediate aggregation • Addressing challenges associated with small samples (or subgroups) • Reporting alone or in combination, and alone or in any combination • Using the primary race category and imputation when needed • Estimating granular racial and ethnic denominators using American Community Survey Public Use Microdata Sample (PUMS) • Considerations for disability-specific analyses, and • Intersectionality using REALD as an analytic tool. 6. Data collection resources: This section includes information and links to: • REALD templates • IDEAS decision tool, and • Other internal resources. Race, Ethnicity, Language, and Disability (REALD) Implementation Guide 7 7. REALD and communities (community engagement): The goal of REALD data is to identify and address health inequities. This section includes: • Guidelines for representing diverse populations during data collection • Responding to data requests from community organizations • Distributing data for communities to use, and • Engaging communities when conducting research. 8. Community engagement resources:
Load more

Recommended publications
  • Anastasia Bauer the Use of Signing Space in a Shared Signing Language of Australia Sign Language Typology 5
    Anastasia Bauer The Use of Signing Space in a Shared Signing Language of Australia Sign Language Typology 5 Editors Marie Coppola Onno Crasborn Ulrike Zeshan Editorial board Sam Lutalo-Kiingi Irit Meir Ronice Müller de Quadros Roland Pfau Adam Schembri Gladys Tang Erin Wilkinson Jun Hui Yang De Gruyter Mouton · Ishara Press The Use of Signing Space in a Shared Sign Language of Australia by Anastasia Bauer De Gruyter Mouton · Ishara Press ISBN 978-1-61451-733-7 e-ISBN 978-1-61451-547-0 ISSN 2192-5186 e-ISSN 2192-5194 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. ” 2014 Walter de Gruyter, Inc., Boston/Berlin and Ishara Press, Lancaster, United Kingdom Printing and binding: CPI books GmbH, Leck Țȍ Printed on acid-free paper Printed in Germany www.degruyter.com Acknowledgements This book is the revised and edited version of my doctoral dissertation that I defended at the Faculty of Arts and Humanities of the University of Cologne, Germany in January 2013. It is the result of many experiences I have encoun- tered from dozens of remarkable individuals who I wish to acknowledge. First of all, this study would have been simply impossible without its partici- pants. The data that form the basis of this book I owe entirely to my Yolngu family who taught me with patience and care about this wonderful Yolngu language.
    [Show full text]
  • Children Who Are Deaf Deserve Researched Based Education Cheryl Ann Hermann University of Missouri-St
    University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 5-4-2016 Children Who are Deaf Deserve Researched Based Education Cheryl Ann Hermann University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Hermann, Cheryl Ann, "Children Who are Deaf Deserve Researched Based Education" (2016). Dissertations. 119. https://irl.umsl.edu/dissertation/119 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Running Head: CHILDREN WHO ARE DEAF DESERVE RESEARCH BASED EDUCATION Children Who are Deaf Deserve Researched Based Education Cheryl Ann Hermann Ed.S. in Educational Administration, University of Missouri-St. Louis, December, 2014 M.Ed. in Educational Administration, University of Missouri–St. Louis, August, 2012 Associate in Applied Science: Deaf Communication/Interpreter - St. Louis Community College, August 2006 B.A. in Deaf Education, Fontbonne University - St. Louis, May, 1979 A Dissertation in Practice Proposal Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Educational Practice May, 2016 Doctoral Committee Kathleen Sullivan-Brown, Ph.D. Chairperson Carole G. Basile, Ed.D. Co-Chair Gerard Buckley, Ed.D James Shuls, Ph.D. Copyright, Cheryl Ann Hermann - May, 2016 CHILDREN WHO ARE DEAF DESERVE RESEARCH BASED EDUCATION Page 2 Table of Contents Page I. Dedication 4 II.
    [Show full text]
  • The Size of Signing Space
    Chapter 7 The size of signing space Research on a broad range of DCSLs suggests, that the signs are articulated on or in front of the body, in the area between the waist and the head. This area is called “signing space” (Klima & Bellugi, 1979, p. 51) and is typically extended vertically from the waist to the space above the signer’s head and transversely from elbow to elbow when both arms are kept loosely bent as depicted in Figure 50. Figure 50. Signing space in DCSLs Shared sign languages, on the other hand, are known to extend beyond signing space described above and use a much larger signing space (Nyst, 2012). The signing space in sign languages such as Enga Sign Language, Urubú Kaapor Sign Language, Konchri Sain, Adamorobe Sign Language and Kata Kolok may extend to the whole body of the signer88 (Kendon, 1980; Ferreira- Brito, 1984; Dolman, 1986; Nyst, 2007; Marsaja, 2008; De Vos, 2012). In AdaSL there are signs which are articulated on the foot (insult), the thigh (summon, trousers) and at the back (younger-sibling) (Nyst, 2007). In KK, signs may also be performed below the waist or behind the body. The sign injection is, for example, articulated on the buttocks, and the sign offspring on the crotch (Marsaja, 2008). This is not the case in any reported DCSL, in which the body parts that are lower than the waist do not normally function as locations for signs. YSL patterns with other documented shared sign languages in the size of the signing space and a proliferation of locations.
    [Show full text]
  • The Effectıveness of Vısual Materıals in Teachıng Vocabulary to Deaf
    ĠNGĠLĠZCEYĠ YABANCI DĠL OLARAK ÖĞRENEN ĠġĠTME ENGELLĠ ÖĞRENCĠLERE KELĠME ÖĞRETĠMĠNDE GÖRSEL MATERYALLERĠN ETKĠLĠLĠĞĠ THE EFFECTIVENESS OF VISUAL MATERIALS IN TEACHING VOCABULARY TO DEAF STUDENTS OF EFL Fatma Gülengül BĠRĠNCĠ Hacettepe Üniversitesi Lisansüstü Eğitim-Öğretim ve Sınav Yönetmeliğinin Yabancı Diller Eğitimi Anabilim Dalı, İngiliz Dili Eğitimi Bilim Dalı İçin Öngördüğü Yüksek Lisans Tezi olarak hazırlanmıştır. 2014 Eğitim Bilimleri Enstitüsü Müdürlüğü'ne, Fatma Gülengül BİRİNCİ‘nin hazırladığı ―The Effectiveness of Visual Materials in Teaching Vocabulary to Deaf Students of EFL‖ başlıklı bu çalışma jürimiz tarafından Yabancı Diller Eğitimi Anabilim Dalı, Ġngiliz Dili Eğitimi Bilim Dalı’nda Yüksek Lisans Tezi olarak kabul edilmiştir. Başkan Prof. Dr. Mehmet DEMİREZEN Üye (Danışman) Doç. Dr. Arif SARIÇOBAN Üye Prof. Dr. İsmail Hakkı MİRİCİ Üye Doç. Dr. Tevfik Paşa CEPHE Üye Yard. Doç. Dr. Hüseyin ÖZ ONAY Bu tez Hacettepe Üniversitesi Lisansüstü Eğitim-Öğretim ve Sınav Yönetmeliği‘nin ilgili maddeleri uyarınca yukarıdaki jüri üyeleri tarafından 10 /01/2014 tarihinde uygun görülmüş ve Enstitü Yönetim Kurulunca ...../...../......... tarihinde kabul edilmiştir. Prof. Dr. Berrin AKMAN Eğitim Bilimleri Enstitüsü Müdürü ii ĠNGĠLĠZCEYĠ YABANCI DĠL OLARAK ÖĞRENEN ĠġĠTME ENGELLĠ ÖĞRENCĠLERE KELĠME ÖĞRETĠMĠNDE GÖRSEL MATERYALLERĠN ETKĠLĠLĠĞĠ Fatma Gülengül BĠRĠNCĠ ÖZ Bu çalışmanın amacı işitme engelli öğrencilere kelime öğretiminde çeşitli görsel materyaller kullanılmasının etkililiğini araştırmaktır. Bu amaçla Kemal Yurtbilir Özel Eğitim Meslek Lisesi‘nden 80 öğrenci çalışmaya katılmıştır. Çalışmaya katılan öğrencilerin hepsi yaşamları boyunca ilk defa İngilizce dersi almaktadırlar, bu yüzden ön test uygulanmamıştır. Öğrenciler iki gruba ayrılarak deney ve kontrol grupları oluşturulmuştur. Öğrencilere her hafta 10 kelime öğretilmiş ve bu çalışmada toplamda 50 kelime kullanılmıştır. Bu kelimeler deney grubuna öğretilirken işaret dilinden başka görsel materyallerden de yararlanılmıştır.
    [Show full text]
  • Iconicity in the Semantic Domain of Animals in The
    Iconicity in the Semantic Domain of Animals in the Emerging Family Sign Language of Berbey (Mali) MA Thesis Faculty of Humanities Nargess Asghari Leiden University Centre for Linguistics MA Linguistics Experimental and Theoretical Linguistics Supervisor: Dr. Victoria Nyst February 2019 Second Reader: Prof. Maarten Kossmann Cover image: BERBEY in Berbey Sign Language (taken from Berbey Sign Language corpus). ICONICITY IN ANIMAL SIGNS IN BERBEY SL (MALI) i Abstract Cross-linguistic studies have shown that despite variations across languages, universal patterns are found within semantic domains. In sign language linguistics, cross-linguistic studies of the iconic patterns per semantic domain have received major attention in recent years. This study investigates iconicity in the semantic domain of animals in Berbey Sign Language – an emerging family sign language in Mali – and compares it to 10 other sign languages. The results of the analysis of the iconic strategy and iconic image in 10 animal signs reveal notable patterns. An overview of the universal tendencies found in the semantic domain of animals is included in the study as well. ICONICITY IN ANIMAL SIGNS IN BERBEY SL (MALI) ii Contents 1 Introduction ............................................................................................................. 1 Emerging Sign Languages ............................................................................... 2 Berbey Sign Language ..................................................................................... 4 Sign Language
    [Show full text]
  • Endangered Languages and Languages in Danger IMPACT: Studies in Language and Society Issn 1385-7908
    IMPACT Endangered Languages studies and Languages in Danger in language Issues of documentation, policy, and language rights and Luna F i l i p o v i ´c society Martin Pütz 42 JOHN BENJAMINS PUBLISHING COMPANY Endangered Languages and Languages in Danger IMPACT: Studies in Language and Society issn 1385-7908 IMPACT publishes monographs, collective volumes, and text books on topics in sociolinguistics. The scope of the series is broad, with special emphasis on areas such as language planning and language policies; language conflict and language death; language standards and language change; dialectology; diglossia; discourse studies; language and social identity (gender, ethnicity, class, ideology); and history and methods of sociolinguistics. For an overview of all books published in this series, please see http://benjamins.com/catalog/impact General Editors Ana Deumert Kristine Horner University of Cape Town University of Sheffield Advisory Board Peter Auer Marlis Hellinger University of Freiburg University of Frankfurt am Main Jan Blommaert Elizabeth Lanza Ghent University University of Oslo Annick De Houwer William Labov University of Erfurt University of Pennsylvania J. Joseph Errington Peter L. Patrick Yale University University of Essex Anna Maria Escobar Jeanine Treffers-Daller University of Illinois at Urbana University of the West of England Guus Extra Victor Webb Tilburg University University of Pretoria Volume 42 Endangered Languages and Languages in Danger. Issues of documentation, policy, and language rights Edited by Luna Filipović and Martin Pütz Endangered Languages and Languages in Danger Issues of documentation, policy, and language rights Edited by Luna Filipović University of East Anglia Martin Pütz University of Koblenz-Landau John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984.
    [Show full text]
  • PDF Hosted at the Radboud Repository of the Radboud University Nijmegen
    PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/99153 Please be advised that this information was generated on 2016-05-02 and may be subject to change. Sign-Spatiality in Kata Kolok Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. mr. S.C.J.J. Kortmann, volgens besluit van het college van decanen in het openbaar te verdedigen op dinsdag 6 november 2012 om 15.30 uur precies door Conny Leonie Gabriella de Vos geboren op 22 augustus 1983 te Eindhoven Promotoren Prof. dr. Stephen C. Levinson Prof. dr. Ulrike Zeshan (University of Central Lancashire) Prof. dr. Nicholas J. Enfield Manuscriptcommissie Prof. dr. A. Özyürek Prof. dr. Dan I. Slobin (University of California, Berkeley) Dr. Roland Pfau (University of Amsterdam) kË˔͑ΎՓ́ľĀǣľ̲ľ͑ҡѸ First and foremost I would like to thank my supervisors Stephen C. Levinson, Ulrike Zeshan, and Nicholas J. Enfield for giving me the opportunity to learn from their experience and expertise throughout my time at the Max Planck Institute for Psycholinguistics (MPI) and at the International Institute for Sign Languages and Deaf Studies (iSLanDS). Both institutes represent fostering and stimulating environments in which academic and personal growth constitute core values. I would like to thank all of the individuals I have had the pleasure of working with in both places for sharing their ideas and for their support. In Nijmegen, Preston, and beyond, many people have taken the time to discuss my research and there are a few people I would like to thank in particular: Melissa Bowerman†, Penny Brown, Niclas Burenhult, Chris Buskes, Onno Crasborn, Mark Dingemanse, Karen Emmorey, Susan Fisher, John B.
    [Show full text]
  • Codes for the Representation of Names of Languages — Part 3: Alpha-3 Code for Comprehensive Coverage of Languages
    © ISO 2003 — All rights reserved ISO TC 37/SC 2 N 292 Date: 2003-08-29 ISO/CD 639-3 ISO TC 37/SC 2/WG 1 Secretariat: ON Codes for the representation of names of languages — Part 3: Alpha-3 code for comprehensive coverage of languages Codes pour la représentation de noms de langues ― Partie 3: Code alpha-3 pour un traitement exhaustif des langues Warning This document is not an ISO International Standard. It is distributed for review and comment. It is subject to change without notice and may not be referred to as an International Standard. Recipients of this draft are invited to submit, with their comments, notification of any relevant patent rights of which they are aware and to provide supporting documentation. Document type: International Standard Document subtype: Document stage: (30) Committee Stage Document language: E C:\Documents and Settings\여동희\My Documents\작업파일\ISO\Korea_ISO_TC37\심의문서\심의중문서\SC2\N292_TC37_SC2_639-3 CD1 (E) (2003-08-29).doc STD Version 2.1 ISO/CD 639-3 Copyright notice This ISO document is a working draft or committee draft and is copyright-protected by ISO. While the reproduction of working drafts or committee drafts in any form for use by participants in the ISO standards development process is permitted without prior permission from ISO, neither this document nor any extract from it may be reproduced, stored or transmitted in any form for any other purpose without prior written permission from ISO. Requests for permission to reproduce this document for the purpose of selling it should be addressed as shown below or to ISO's member body in the country of the requester: [Indicate the full address, telephone number, fax number, telex number, and electronic mail address, as appropriate, of the Copyright Manger of the ISO member body responsible for the secretariat of the TC or SC within the framework of which the working document has been prepared.] Reproduction for sales purposes may be subject to royalty payments or a licensing agreement.
    [Show full text]
  • Dilbilim Araştırmaları Dergisi 2018/1
    Strategies to Express Time in a Tenseless Language: Turkish Sign Language (TİD) Serpil Karabüklü Purdue University, Lyles-Porter Hall, 3149, West Lafayette, IN, 47906, USA [email protected] (Received 15 October 2017; accepted 15 May 2018) ABSTRACT: The studies on how time is expressed in TİD have different results: Gökgöz (2009) proposes that head nod is a tense morpheme while Arık (2012) and Dikyuva et al. (2015) claim that TİD is a morphologically tenseless language. This study shows that TİD is a morphologically tenseless language based on the occurrence of head nod with different verb types. It is also proposed that tense of a sentence is expressed via time adverbials and shown which syntactic positions time adverbials occur in. Lastly, timelines in TİD, which are only reported on in a few studies, are described based on the placement of time adverbials in the signing space. It is also shown that different time spans require different timelines to be used. Keywords: time, tense, Turkish Sign Language (TİD), timelines, head nod Zamansız Bir Dilde Zamanı İfade Etmenin Yöntemleri: Türk İşaret Dili (TİD) ÖZ: TİD’de zamanın nasıl ifade edildiği üzerine olan çalışmalar farklı sonuçlar göstermiştir: Gökgöz (2009) baş sallamanın zaman biçimbirimi olduğunu savunurken Arık (2012) ve Dikyuva ve diğ. (2015) TİD’in biçimbirimsel olarak zamansız bir dil olduğunu iddia etmektedirler. Bu çalışma, baş sallamanın farklı eylem türleri ile görünüşüne dayanarak TİD’in biçimbirimsel olarak zamansız bir dil olduğunu göstermektedir. Ayrıca, bir tümcenin
    [Show full text]
  • Is Sinasina Sign Language an Isolate?: a Call for Further Sign Language Documentation & Description in Papua New Guinea
    Is Sinasina Sign Language an isolate?: A call for further sign language documentation & description in Papua New Guinea By: Samantha Rarrick [email protected] Presented at ICLDC 7 This handout is a full transcript of the pre-recorded video presentation. Below, you will find each slide in-line with the speech where it is shown in the recorded presentation. All slide images have alt text and a slides with a title have a structured heading. Is Sinasina Sign Language an isolate? Is Sinasina Sign Language an isolate?: A call for further sign language documentation & description in Papua New Guinea Samantha Rarrick Griffith University ICLDC 7 Hi! Thank you for watching this presentation. It's entitled "Is Sinasina Sign Language an isolate?:A call for further sign language documentation and description in Papua New Guinea." I'm Samantha Rarrick and I'm a lecturer at Griffith University. 1 Community Recognition Community Recognition I would like to extend my deepest gratitude to the Kere community and acknowledge that the work presented here would not be possible without them. Before starting, I'd like to recognize the Kere community and thank them for sharing their language with me. I want to recognize that this is their language and their culture; I'll do my best to represent it, but I am a hearing person from a hearing family. I'm also an outsider to the community and any errors are my own. Overview Overview • Background • Is Sinasina Sign Language (SSSL) an isolate? Maybe 1. Is SSSL closely-related to any documented sign languages? No 2.
    [Show full text]
  • Gesture and Sign: Cataclysmic Break Or Dynamic Relations?
    fpsyg-09-01651 September 6, 2018 Time: 19:32 # 1 REVIEW published: 10 September 2018 doi: 10.3389/fpsyg.2018.01651 Gesture and Sign: Cataclysmic Break or Dynamic Relations? Cornelia Müller* Faculty of Social and Cultural Studies, European University Viadrina, Frankfurt (Oder), Germany The goal of the article is to offer a framework against which relations between gesture and sign can be systematically explored beyond the current literature. It does so by (a) reconstructing the history of the discussion in the field of gesture studies, focusing on three leading positions (Kendon, McNeill, and Goldin-Meadow); and (b) by formulating a position to illustrate how this can be achieved. The paper concludes by emphasizing the need for systematic cross-linguistic research on multimodal use of language in its signed and spoken forms. Keywords: gesture and sign, McNeill’s gesture-sign continua, multimodality of language use, singular gestures, recurrent gestures, silent gestures, emblems, conventionalization processes INTRODUCTION Throughout the relatively short history of gesture studies, the relation between gesture and sign continues to figure as a central topic. For sign language studies, the question has politically been a highly delicate one, and it remains a vital issue in contemporary sign language research. Edited by: Fortunately, today, we are in a position to discuss the relation between gesture and sign against Marianne Gullberg, the solid background of sign language studies, leaving no doubts concerning the fundamentally Lund University, Sweden linguistic nature of signed languages (Kendon, 2004, 2008, 2014; Steinbach et al., 2012; Goldin- Reviewed by: Meadow and Brentari, 2017). Against this background, discussions of the relation between gesture Adam Kendon, and sign can be very openly reconsidered.
    [Show full text]
  • I Leadership Practices in K-12 Public Schools For
    Leadership Practices in K-12 Public Schools for Deaf and Hard-of-Hearing Students: A Qualitative Study by Erica Jones B. A. in Psychology, December 2009, Shepherd University M.Ed. in Special Education, May 2013, University of Virginia A Dissertation submitted to The Faculty of The Graduate School of Education and Human Development of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Education January 10, 2019 Dissertation directed by Kelly Sherrill Linkous Assistant Professor of Education Administration i The Graduate School of Education and Human Development of The George Washington University certifies that Erica Jones has passed the Final Examination for the degree of Doctor of Education as of October 1, 2018. This is the final and approved form of the dissertation. Leadership Practices in K-12 Public Schools for Deaf and Hard-of-Hearing Students: A Qualitative Study Erica Jones Dissertation Research Committee: Kelly Sherrill Linkous, Assistant Professor of Education Administration, Dissertation Director Christine W. Nganga, Assistant Professor of Education Administration, Committee Member Tania N. Thomas-Presswood, Associate Professor of Psychology, Gallaudet University, Committee Member ii Abstract of Dissertation Leadership Practices in K-12 Public Schools for Deaf and Hard-of Hearing-Students: A Qualitative Study This study aspired to understand the practices implemented by school leaders to ensure deaf and hard-of-hearing students have access to nonacademic and extracurricular activities and services commensurate with their hearing peers. The participants for this study were school leaders as well as non-school leaders who worked with deaf and hard- of-hearing students in their nonacademic and extracurricular activities in secondary public schools.
    [Show full text]