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Guidelines for the Assessment of Deaf and Hard-Of-Hearing Children In
Guidelines for the Assessment and Educational Evaluation of Deaf and Hard-of-Hearing Children in Indiana Based on 511 IAC Article 7, 2008 Effective Date: August 13, 2008 Revised Date: August 31, 2010 Updated Date: November 15, 2013 [1] This document is dedicated to all deaf and hard-of- hearing children in Indiana and their families. Since 1843, deaf and hard-of-hearing children have been educated in this state and many leave our schools, go out into the world, and become productive citizens. Some children in the past have not been so fortunate and may not have left the educational system with the knowledge and tools to maximize their potential. This guide was developed to help educators use assessment information and evaluations to assist parents and the case conference committees in determining how a child can reach their full potential. Advances in technology, as well as greater knowledge of how the brain functions and how language is acquired, have helped the professionals who work with this population provide information that will lead to informed decision making. This guide was made possible by the teamwork and collaboration of audiologists, psychologists, speech pathologists, language specialists, social workers, and parents. Special gratitude is extended to Linda Charlebois and Terri Waddell-Motter who took the lead in assembling this information. We also thank additional contributors, including (and not limited to) Carolyn Pimentel, Lorinda Bartlett, Pam Burchett, Debra Liebrich, Louise Fitzpatrick, Sheryl Whiteman, Carol Wild, Shannon Stafford, Jackie Katter, Janet Fuller, and Joyce Conner. Guidelines for the Assessment and Educational Evaluation of Deaf and Hard-of-Hearing Children in Indiana, based on the Article 7 changes of 2008, was developed by Outreach Services for Deaf and Hard-of-Hearing Children. -
Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum 4105-11 SU 4/1/05 3:50 PM Page 4
4105-11_SU 4/1/05 3:50 PM Page 3 Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum 4105-11_SU 4/1/05 3:50 PM Page 4 Copyright 2005© The Graduate School, Syracuse University. For more information about this publication, contact: The Graduate School Syracuse University 423 Bowne Hall Syracuse, New York 13244. 4105-11_SU 4/1/05 3:50 PM Page 5 v Contents Acknowledgements vii Chancellor’s Preface ix Editors’ Introduction xi I. Incorporating Disability in the Curriculum Mainstreaming Disability: A Case in Bioethics 3 Anita Ho Language Barriers and Barriers to Language: Disability 11 in the Foreign Language Classroom Elizabeth Hamilton and Tammy Berberi Including Women with Disabilities in Women and 21 Disability Studies Maria Barile Seeing Double 33 Ann Millett Cinematically Challenged: Using Film in Class 43 Mia Feldbaum and Zach Rossetti “Krazy Kripples”: Using South Park to Talk 67 about Disability Julia White Teaching for Social Change 77 Kathy Kniepmann II. Designing Instruction for Everyone Nothing Special: Becoming a Good Teacher for All 89 Zach Rossetti and Christy Ashby 4105-11_SU 4/1/05 3:50 PM Page 6 vi contents Tools for Universal Instruction 101 Thomas Argondizza “Lame Idea”: Disabling Language in the Classroom 107 Liat Ben-Moshe Learning from Each Other: Syracuse University 117 and the OnCampus Program Cheryl G. Najarian and Michele Paetow III. Students with Disabilities in the Classroom Being an Ally 131 Katrina Arndt and Pat English-Sand Adapting and “Passing”: My Experiences as a 139 Graduate Student with Multiple Invisible Disabilities Elizabeth Sierra-Zarella “We’re not Stupid”: My College Years 147 as a Mentally Challenged Student Anthony J. -
Early Intervention: Communication and Language Services for Families of Deaf and Hard-Of-Hearing Children
EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN Our child has a hearing loss. What happens next? What is early intervention? What can we do to help our child learn to communicate with us? We have so many questions! You have just learned that your child has a hearing loss. You have many questions and you are not alone. Other parents of children with hearing loss have the same types of questions. All your questions are important. For many parents, there are new things to learn, questions to ask, and feelings to understand. It can be very confusing and stressful for many families. Many services and programs will be available to you soon after your child’s hearing loss is found. When a child’s hearing loss is identified soon after birth, families and professionals can make sure the child gets intervention services at an early age. Here, the term intervention services include any program, service, help, or information given to families whose children have a hearing loss. Such intervention services will help children with hearing loss develop communication and language skills. There are many types of intervention services to consider. We will talk about early intervention and about communication and language. Some of the services provided to children with hearing loss and their families focus on these topics. This booklet can answer many of your questions about the early intervention services and choices in communication and languages available for you and your child. Understanding Hearing Loss Timing: The age when a hearing loss has occurred is known as “age of onset.” You also might come across the terms prelingual and postlingual. -
Auditory-Verbal
*Communication Building Blocks A review of choices in communication A smile, a cry, a gesture, or a look – all can communicate thoughts or ideas. It can take many repetitions of a gesture, look, word, phrase, or sound before a child begins to “break the code” between communication attempts and real meaning. Communication surrounding the child in his or her natural environment is the basis for a child’s language development. Two-way communication, responding to your child and encouraging your child to respond to you, is the key to your child’s language development. When a child has a hearing loss, one avenue of communication input is impaired. With a mild hearing loss or hearing loss in just one ear, a child will not hear as well as normal when a person is speaking from another room or in a noisy car. Incidental conversations and snippets of language will not be overheard. The fullness of language and social skills may be affected even though the child appears to “hear”. Hearing aids can help, but not solve all of the child’s difficulties perceiving soft or distant speech. Children with greater degrees of hearing loss will have greater hearing limitations that require more intensive attention if they are to progress in learning language, either through visual or auditory means. No matter what the degree of a child’s hearing loss, parents need to decide how to adapt their normal communication style to meet the needs of their baby with hearing impairment. There are different ways to communicate and different philosophies about communication. -
Gallaudet Graduate Catalog 2008-2009
2008 - 2009 Graduate Catalog • Graduate School and Professional Programs • College of Liberal Arts, Sciences, and Technologies Gallaudet University 800 Florida Avenue, NE Washington, D.C. 20002 www.gallaudet.edu Table of Contents About Gallaudet University.............................................. 1 The 2008-2009 Gallaudet University Graduate Catalog was prepared by the Council on Graduate Education, the Provost's Of- Academics.......................................................................... 8 fice, the Graduate School and Professional Programs, and Enroll- Enrollment: Admissions, Leaves, Withdrawals, ment Management. Graduation ................................................................. 15 Every effort was made to print information accurately as of July 1, Academic Standards and Policies ................................... 23 2008. This catalog is not intended to serve as a contract between any student and Gallaudet University. University procedures, programs, Fees, Financial Aid, and Student Employment ............. 37 and courses are under constant review and revision. Gallaudet Uni- versity reserves the right to change any provision, regulation, or re- Campus Life ....................................................................... 47 quirement set forth within this document, and the right to withdraw Graduate School and Professional Programs ............... 52 or amend the content of any course. Please consult the department or appropriate office for possible changes and updated information. A dministration and -
Bilingual Approach in the Education of Deaf and Hard of Hearing Children
REVIEW PAPER 159.946.3-056.263-053.4/.5 81'246.2-056.263-053.4/.5 DOI:10.5937/ZRFFP49-23596 TAMARA R. KOVAČEVIĆ1 LJUBICA S. ISAKOVIĆ2 UNIVERSITY OF BELGRADE FACULTY OF SPECIAL EDUCATION AND REHABILITATION RADOMIR B. ARSIĆ3 UNIVERSITY OF PRIŠTINA IN KOSOVSKA MITROVICA FACULTY OF TEACHER EDUCATION IN PRIZREN – LEPOSAVIĆ BILINGUAL APPROACH IN THE EDUCATION OF DEAF AND HARD OF HEARING CHILDREN ABSTRACT. The bilingualism of deaf and hard of hearing children implies the knowledge and regular use of sign language, which is used by the community of deaf people, and of spoken language, which is used by the hearing majority. At preschool and school age, it is necessary to allow children to continue adopt- ing the language that they started in the family (either sign language or spo- ken language). Children will adopt both language modalities best through interactions with other fluent speakers. Results of numerous studies indicate that the best approach in the process of development of speech and lan- guage and the education of the deaf and hard of hearing children is the bilin- gual approach. The aim of this approach is to develop communication skills in children, to provide a higher level of education for them, and to include them in the life of the community. It is necessary to improve the existing ed- ucation system in the direction of developing a kind of a model that will re- 1 [email protected] 2 [email protected] 3 [email protected] The paper is from the Project of the Ministry of Education, Science and Technological Development of the Republic of Serbia entitled Тhe Effect of Cochlear Implantation on the Education of Deaf and Hard of Hearing Persons, No. -
Invisible People Poverty and Empowerment in Indonesia
POVERTY AND EMPOWERMENT IN INDONESIA presented by PNPM Mandiri — Indonesia’s National Program for Community Empowerment INVISIBLE PEOPLE POVERTY AND EMPOWERMENT IN INDONESIA Text by Irfan Kortschak photographs by Poriaman Sitanggang with an introduction by Scott Guggenheim presented by PNPM Mandiri — Indonesia’s National Program for Community Empowerment 06 Bengkala, North Bali WHERE EVERYONE SPEAKS DEAF TALK Bengkala is a small village in North Bali. For more than a century, around 2% of “In a village with a large number of deaf the babies here have been born profoundly deaf. In 2008, out of a total population people, the schoolteacher says: ‘Kata of 2450, there were 46 profoundly deaf people, known in the village as kolok. Kolok is what keeps us together as a People who can hear are known as inget. Almost everyone here, both kolok and single community. In Bengkala, being inget, can speak a sign language known as Kata Kolok, or Deaf Talk. deaf is not something carried by the Kata Kolok is a rich and developed language. Like all developed sign languages, kolok alone. It’s something that belongs it uses visually transmitted sign patterns to convey meaning. These sign patterns to the entire community.” usually involve a combination of hand signals; movements of the hands, arms, or body; and facial expressions. Kata Kolok is not dependent on or derived from Balinese, the spoken language of the village, or any other spoken language. It is only slightly influenced by Indonesian Sign Language. It is a distinct, unique language that has a complex grammar of its own. -
Part I Collecting Data with the Deaf Community
Part I Collecting Data WITH the Deaf Community Copyright © 2014. Wiley. All rights reserved. © 2014. Wiley. All Copyright Orfanidou, Eleni, et al. Research Methods in Sign Language Studies : A Practical Guide, Wiley, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/cuni/detail.action?docID=1895428. Created from cuni on 2018-02-18 23:47:37. Copyright © 2014. Wiley. All rights reserved. © 2014. Wiley. All Copyright Orfanidou, Eleni, et al. Research Methods in Sign Language Studies : A Practical Guide, Wiley, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/cuni/detail.action?docID=1895428. Created from cuni on 2018-02-18 23:47:37. 1 Ethics, Deaf-Friendly Research, and Good Practice When Studying Sign Languages Jenny L. Singleton, Amber J. Martin, and Gary Morgan Introduction 8 Deaf-Friendly Research Methods 9 Ethical Considerations for Research in Developing Countries 12 Establishing Good Practices in Field Research 16 Conclusion 18 Chapter Overview This chapter addresses a range of issues that become important during sign language research, where hearing and Deaf researchers work together. The aim of the chapter is to highlight ethical and practical factors that sometimes can get sidelined during the research process but are crucial for its sustainability. The three sections cover working with Deaf people, issues with fieldwork in other countries than your own, and working with organizations where Deaf people are participants. Copyright © 2014. Wiley. All rights reserved. © 2014. Wiley. All Copyright Research Methods in Sign Language Studies: A Practical Guide, First Edition. Edited by Eleni Orfanidou, Bencie Woll, and Gary Morgan. © 2015 John Wiley & Sons, Inc. -
Representation of Cued Speech in Teacher of the Deaf and Hard of Hearing Preparation Programs Aaron Rose
Washington University School of Medicine Digital Commons@Becker Program in Audiology and Communication Independent Studies and Capstones Sciences 2010 Representation of Cued Speech in teacher of the deaf and hard of hearing preparation programs Aaron Rose Follow this and additional works at: http://digitalcommons.wustl.edu/pacs_capstones Part of the Medicine and Health Sciences Commons Recommended Citation Rose, Aaron, "Representation of Cued Speech in teacher of the deaf and hard of hearing preparation programs" (2010). Independent Studies and Capstones. Paper 598. Program in Audiology and Communication Sciences, Washington University School of Medicine. http://digitalcommons.wustl.edu/pacs_capstones/598 This Thesis is brought to you for free and open access by the Program in Audiology and Communication Sciences at Digital Commons@Becker. It has been accepted for inclusion in Independent Studies and Capstones by an authorized administrator of Digital Commons@Becker. For more information, please contact [email protected]. Representation of Cued Speech in Teacher of the Deaf and Hard of Hearing Preparation Programs By Aaron Rose An Independent Study Submitted in partial fulfillment of the requirement for the Degree of: Masters of Science in Deaf Education Washington University School of Medicine Program in Audiology and Communication Sciences May 21, 2010 Approved by Heather Hayes, Ph.D., Independent Study Advisor Hilary Franklin, M.A., Secondary Reader Abstract This descriptive study investigates the representation of Cued Speech in teacher of the deaf preparation programs as well as attitudes towards inclusion of Cued Speech in those programs in the context of the 2004 reauthorization of IDEA. The issue of Cued Speech is discussed as a communication modality and implications for deaf education are presented. -
The Role Öf Cued Speech in Language Development of Deaf Children
üsgmi Jacqueline Leybaert & Jésus Alegria The Role öf Cued Speech in Language Development of Deaf Children Despite normal intelligence and normal potential 1996; Kuht &r Meltzoff, 1988; MacKai for learning, children bom profoundly deaf gener Kennedy, Spieker, & Stem, 1983). ally exhibit lags across all activities involving pho Lipreading constitutes the primai nological representations based on speech: speech deaf children to gain information abc perception and speech production, oral language nological. structure of spoken langv development, metaphonological abilities, immedi 1976). Although lipreading provides ate ordered memory for linguistic stimuli, reading; about some phonological contrasts (e arid spelling. In addition, their pattern of hemi articulation), it does not afford the p spheric specialization for language processing is others, like nasality and voicing (Erber generally atypical. The most likely explanation of den, Prosek, Montgomery, Scherr, &r j these findings lies in deaf children's reduced access Through lipreading deaf children havi to oral language through lipreading. to phonetically underspecified infor It is now widely recognized that lip movements they develop underspecified represer involved in the production of speech are automat respect, to heard-andLspoken" languaj ically processed by hearing persons in normal con ders deaf children's acquisition of oral ditions of listening. The fact that'visual speech in of all cognitive activities that rely upc formation influences thé automatic processing of ical representations. auditory information. (McGurk •&. MacDonald, To help deaf children perceive 1976) indicates that the visual speech information about the phonological structure of is dealt with by structures in the brain common-to guage through the visual channel, diff those involved in the processing of the auditory sig have been elaborated. -
A Framework for Promoting Reading Skills for Hearing-Impaired Persons Using the Sign Language Picture Story
Proceedings of the World Congress on Engineering and Computer Science 2012 Vol I WCECS 2012, October 24-26, 2012, San Francisco, USA A Framework for Promoting Reading Skills for Hearing-Impaired Persons Using the Sign Language Picture Story Kanyanat Plaewfueang, Surachai Suksakulchai Utilizing this conceptual framework, the researcher went on to develop a model that could be Abstract—The researcher’s objective was to search for extrapolated to assisting H-I children to learn to read frame work applicable to HI-children learning to read more naturally and determining how the content of these guidelines Thai on their own involving cognitive processes could be accurately extrapolated to the situation in which analogous to the acoustic-auditory processes used in hearing-impaired students are being taught how to read. The natural language learning by normal children. The aspects surveyed and analyzed in this research investigation were the role of sign language, the concept of second language parallel process for H-I children involves, however, the development; guidelines for visual communication; and the analogous cognitive processing on learning through concept of multimedia interaction. This approach can be used visual processes a manually-constructed sign language to enhance the learning of Thai language and sign language. in which information is conveyed through clear The findings were used to frame work for promote the second language (L2) reading of H-I children. It was found that H-I pictures. Thus, the emphasis falls on developing children pay attention while reading and they can practice learning skills through visual learning. The using sign language themselves. -
A Simultaneous Approach
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2011 Developing Students’ First Language through a Second Language Writing Intervention: A Simultaneous Approach Hannah Marie Dostal University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Special Education and Teaching Commons Recommended Citation Dostal, Hannah Marie, "Developing Students’ First Language through a Second Language Writing Intervention: A Simultaneous Approach. " PhD diss., University of Tennessee, 2011. https://trace.tennessee.edu/utk_graddiss/962 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Hannah Marie Dostal entitled "Developing Students’ First Language through a Second Language Writing Intervention: A Simultaneous Approach." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Anne McGill-Franzen, Kimberly Wolbers, Major Professor We have read this dissertation and recommend its acceptance: Richard Allington, Jeffrey Davis Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Developing Students’ First Language through a Second Language Writing Intervention: A Simultaneous Approach A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Hannah Marie Dostal May 2011 Copyright © 2011 by Hannah Marie Dostal All rights reserved.