DOCSLIB.ORG

I Teaching Deaf Students American Sign Language

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
I Teaching Deaf Students American Sign Language i Teaching Deaf Students American Sign Language: A Qualitative Phenomenological Study by Jessica Parker Dissertation Proposal Submitted to the Doctoral Program Of the American College of Education In partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION June 2020 ii Teaching Deaf Students American Sign Language: A Qualitative Phenomenological Study by Jessica Parker Approved by: Dissertation Chair: Richard Herring, Ph.D. Committee Member: Patricia Krumnow, Ed.D. Director: Elizabeth Johnson, Ed.D. Assistant Provost: Conna Bral, Ed.D. iii Copyright © 2020 Jessica Lynn Parker iv Abstract The purpose of the qualitative hermeneutic phenomenological study was to discuss issues of American Sign Language (ASL) literacy related to curriculum and instruction in deaf education classrooms. Deaf educators have little to no ASL curriculum to use and little is known of effective instructional strategies regarding developing ASL literacy skills in deaf children. Goals included improving ASL literacy of deaf students and advancing deaf students’ general knowledge acquisition. After the literature overview of modest, recent developments in ASL teaching materials and instruction within deaf education, a qualitative hermeneutic phenomenological study analyzed the ways ASL was taught in deaf education classrooms, along with strategies for improving ASL instruction. An inquiry was made regarding what materials were used to teach ASL and what should be included in an effective ASL curriculum for deaf children. Data collection was conducted through surveys, in-depth, focus groups, and interviews of deaf education teachers. Analysis of the data followed a coding and categorizing process to ensure diligent inquiry in alignment with the research questions. The research paradigm of the specific study follows. Keywords: American Sign Language (ASL), curriculum, instruction, deaf education, ASL literacy, strategies, bilingualism, cultural, community, acquisition, and language deprivation. v Dedication To deaf education and ASL teachers, for sharing your heart with your students and making it my heart as well. Thank you for your service and passion. vi Acknowledgements I would like to express my gratitude to the many who saw me through this dissertation; to all those who provided support, offered comments, allowed me to include their ideas, and assisted me in editing and proofreading. Thank you to my many deaf students for inspiring my dissertation topic. You have given me a passion that will never waver. Thank you to my professional colleagues for sharing your expertise in deaf education and ASL instruction. You have provided meaningful feedback and helped me solicit research participation. I am deeply indebted to all the participants that took part in the study. My success would not have been possible without the guidance of my committee Dr. Richard Herring and Dr. Patricia Krumnow. I am also grateful to Dr. Jazzar for convincing me not to do a mixed methods approach. Many thanks to my husband and children for their patience and encouragement, allowing me the time to write. Special thanks to my mother for her profound belief in my work and I gratefully acknowledge the assistance of Nicolas Coppola for never letting me down. vii Table of Contents List of Figures ............................................................................................................................ x Chapter One: Introduction .......................................................................................................... 1 Background of the Study/Problem ....................................................................................... 1 Problem Statement .............................................................................................................. 3 Purpose of the Study............................................................................................................ 4 Significance of the Study ..................................................................................................... 5 Research Questions ............................................................................................................. 6 Theoretical Framework ....................................................................................................... 6 Definition of Terms ............................................................................................................. 7 Assumptions ........................................................................................................................ 9 Scope and Delimitations .................................................................................................... 10 Limitations ........................................................................................................................ 11 Chapter Summary .............................................................................................................. 12 Chapter Two: Literature Review............................................................................................... 13 Literature Search Strategy ................................................................................................. 14 Theoretical Framework ..................................................................................................... 15 Research Literature Review ............................................................................................... 18 Fingerspelling. ............................................................................................................ 35 Technology. ............................................................................................................... 35 Focus on areas of weakness. ....................................................................................... 36 Fairview learning program. ......................................................................................... 37 Jordanian curriculum study. ........................................................................................ 37 viii Leap forward in English. ............................................................................................ 38 Counterargument ............................................................................................................... 38 Methodology ..................................................................................................................... 39 Gaps in Literature .............................................................................................................. 40 Chapter Summary .............................................................................................................. 41 Chapter Three: Methodology .................................................................................................... 43 Research Questions ........................................................................................................... 44 Research Design and Rationale.......................................................................................... 45 Role of the Researcher....................................................................................................... 46 Population and Sample Selection ................................................................................ 47 Instrumentation and Data Collection ........................................................................... 48 Data Preparation ......................................................................................................... 50 Data Analysis and Presentation.......................................................................................... 51 Reliability and Validity ..................................................................................................... 52 Ethical Procedures ............................................................................................................. 54 Chapter Summary .............................................................................................................. 55 Chapter Four: Research Findings and Data Analysis Results .................................................... 57 Data Collection ................................................................................................................. 57 Background of Participants ................................................................................................ 58 Preparation and Dissemination of Instruments ................................................................... 59 Deaf Representation .......................................................................................................... 62 Timeline of Data Collection .............................................................................................. 64 Disclosure of Deviations ................................................................................................... 64 ix Transcription Process of Data ............................................................................................ 65 Data Analysis and Results ................................................................................................. 66 Coding Data and Participant Responses ............................................................................. 66 Theme One: Current Practices of ASL Instruction ...................................................... 68 Theme Two: Recommended Practices of ASL Instruction .........................................
Load more

Recommended publications
  • General Acronyms
    Professionals and stakeholders use various acronyms in various fields such as early intervention, technology, rehabilitation, education, interpreting as well as recognized acronyms of national and Washington State organizations. ODHH staff has prepared a list of acronyms as a resource when providing services to deaf, hard of hearing and deaf-blind. General Acronyms ADA Americans with Disabilities Act ALS Assistive Listening System ASL American Sign Language AT Assistive Technology BTE Behind the Ear (hearing aid) BAHA Bone Anchored Hearing Aid CTS Captioned Telephone Service CA Communications Assistant CF Communication Facilitator CART Communication Assistance Real-time Translation CAN Computer Aided Note-taking CC Closed Captioned CDI Certified Deaf Interpreter CEU Continuing Education Unit CI Certified Interpreter CI Cochlear Implant CODA Child of Deaf Adult CS Contact Sign CTS Captioned Telephone Service D Deaf DB Deaf-Blind dB decibel DHH Deaf/Hard of Hearing EI Early Intervention ELL English Language Learners ENT Ear, Nose and Throat (doctor) ESL English as a Second Language FRC Family Resource Coordinator HA Hearing Aid HAC Hearing Aid Compatible HATIS Hearing Aid Telephone Interconnect System HCO Hearing Carry Over HH Hard of Hearing HVCS High Visual Communication Skills ITC In the Canal (hearing aid) Created by WA Office of the Deaf and Hard of Hearing: April 1, 2011 page 1 ITE In the Ear (hearing aid) IDEA Individuals with Disabilities Education Act IEP Individualized Education Plan IFSP Individual Family Service Plan IL Independent
    [Show full text]
  • Service Organisations and Sexual Diversity: Sensory Impairment, Subcultures and Representation
    Service Organisations and Sexual Diversity: Sensory Impairment, Subcultures and Representation Author Abrahams, Warwick Ashkey Published 2012 Thesis Type Thesis (PhD Doctorate) School School of Human Services and Social Work DOI https://doi.org/10.25904/1912/3819 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/367772 Griffith Research Online https://research-repository.griffith.edu.au Service Organisations and Sexual Diversity: Sensory Impairment, Subcultures and Representation Warwick Ashley Abrahams BA (Hons) University of Queensland Grad Cert (Philanthropy & NpSt) Queensland University of Technology School of Human Services and Social Work Griffith Health Griffith University Submitted in fulfillment of the requirements of the Degree of Doctor of Philosophy June 2010 TABLE OF CONTENTS Chapters of the thesis…………………………………………………..i Synopsis...............................................................................iv Keywords.............................................................................iv Declaration...........................................................................v Acknowledgement................................................................vi Terminology........................................................................vii Syntax……….........................................................................xii Tables 1. Responses from blind persons........................26 2. Responses from d/Deaf persons.....................27
    [Show full text]
  • Proud Deaf! an Ethnographic Study of Deaf Culture in a High School
    University of Central Florida STARS Electronic Theses and Dissertations, 2020- 2020 Proud Deaf! An Ethnographic Study of Deaf Culture in a High School Carrie Woods University of Central Florida Part of the Disability and Equity in Education Commons, and the Secondary Education Commons Find similar works at: https://stars.library.ucf.edu/etd2020 University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2020- by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Woods, Carrie, "Proud Deaf! An Ethnographic Study of Deaf Culture in a High School" (2020). Electronic Theses and Dissertations, 2020-. 152. https://stars.library.ucf.edu/etd2020/152 PROUD DEAF! AN ETHNOGRAPHIC STUDY OF DEAF CULTURE IN A HIGH SCHOOL by CARRIE ANN WOODS B.S. Ed. State University of New York at Geneseo, 2000 M.S. Ed. Canisius College, 2001 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Learning Sciences and Educational Research in the College of Community Innovation and Education at the University of Central Florida Orlando, Florida Spring Term 2020 Major Professor: Suzanne Martin © 2020 Carrie Ann Woods ii ABSTRACT The purpose of this ethnographic study was to examine the culture of students who are deaf and hard of hearing within the broader context of an inclusive high school, specifically as demonstrated though their learning experiences, socialization, and identity.
    [Show full text]
  • Communicating Through Distraction: a Study of Deaf Drivers and Their Communication Style in a Driving Environment
    Rochester Institute of Technology RIT Scholar Works Theses 11-2015 Communicating through Distraction: A Study of Deaf Drivers and Their Communication Style in a Driving Environment Pierce T. Hamilton Follow this and additional works at: https://scholarworks.rit.edu/theses Recommended Citation Hamilton, Pierce T., "Communicating through Distraction: A Study of Deaf Drivers and Their Communication Style in a Driving Environment" (2015). Thesis. Rochester Institute of Technology. Accessed from This Thesis is brought to you for free and open access by RIT Scholar Works. It has been accepted for inclusion in Theses by an authorized administrator of RIT Scholar Works. For more information, please contact [email protected]. A Study of Deaf Drivers Communicating through Distraction: A Study of Deaf Drivers and Their Communication Style in a Driving Environment By Pierce T. Hamilton A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Criminal Justice Approved by: Prof. _____________________________ Dr. John McCluskey (Thesis Advisor) Prof. _____________________________ Dr. Judy Porter (Thesis Advisor) Prof. _____________________________ Jennifer Gravitz, J. D. (Thesis Advisor) DEPARTMENT OF CRIMINAL JUSTICE COLLEGE OF LIBERAL ARTS ROCHESTER INSTITUTE OF TECHNOLOGY ROCHESTER, NEW YORK November, 2015 A Study of Deaf Drivers Abstract This study will investigate the driving habits of deaf drivers and the manners in which they adapt to their driving experience. The lack of an auditory sense presents some unique challenges. While it is clear that driving is a predominantly visual task, auditory stimulation is still a part of the driving experience. This study seeks to determine how deaf drivers cope in a driving environment despite hearing loss.
    [Show full text]
  • Euromodernity's Undertone: on Reconceptualizing Political Speech Derefe Chevannes University of Connecticut - Storrs, [email protected]
    University of Connecticut Masthead Logo OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 4-23-2019 Euromodernity's Undertone: On Reconceptualizing Political Speech Derefe Chevannes University of Connecticut - Storrs, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation Chevannes, Derefe, "Euromodernity's Undertone: On Reconceptualizing Political Speech" (2019). Doctoral Dissertations. 2100. https://opencommons.uconn.edu/dissertations/2100 Euromodernity’s Undertone: On Reconceptualizing Political Speech Derefe Kimarley Chevannes, PhD University of Connecticut, 2019 Abstract This dissertation contends speech is indispensable to politics. It begins with Aristotle, whose conception of political speech grounds our modern understanding. I argue the Aristotelian position is colonizing insofar as it essentializes speech as sound. The consequence is that speech becomes phonocentric, privileging a particular mode of communication. This raises the issue of Deaf subjects who engage politics in non-phonocentric ways. That is, their speech is seen in what I contend is a visual vernacular. Subsequently, I turn to the issue of race. If Deaf subjects raise questions about what it means to speak, Black subjects, who speak audibly and are still unheard, raise a correspondent question: What does it mean to be heard? Within Euromodernity, I contend political speech becomes essentialized and racialized. Here, particular human beings (whites) are deemed as deserving of being heard, while others (Blacks) are silenced and thus, rendered speechless. In response to these conditions, I argue Black and Deaf subjects do speak and their speech challenges existing hegemonic, colonized forms. Black and Deaf political speech allow for the creation of Black and Deaf lifeworlds, an articulation of their own ways of existing in the social world.
    [Show full text]
  • The Deaf Reader
    Vol. 4 October 2020 The Deaf Reader Message from the President….………………………………….. 1 Message from the President Black Deaf Advocates Hosted Black Deaf Artist As an organization, Ohio Citizens for Deaf Cultures (OCDC) is growing with new ideas despite & Activist: Fred Michael Beam and Antines the Coronavirus 2019 (COVID19) pandemic. This crisis has brought awareness to many people Davis……………………………………..…… 2 the needs of the Deaf, DeafBlind, Hard of Hearing, and Hearing of the Deaf. For example, Fred Beam’s Live Black Deaf Painting Session: people like the idea of transparent masks. Many people come up and ask me if I am Deaf and The Margaret Agler House ……...………………………………………… 3 where I got it. This is educating people our needs in the community. Just recently, the White House has been ordered by the federal district to provide American Sign Language (ASL) Forced Hysterotomies Still Happening in America………………………………………...5 interpreters for the COVID-19 briefings. More information on this exciting historic progress for the Deaf is found on www.nad.org. This is a time of education and progress as it has happened Ohio School for the Deaf Teacher Named 2021 Ohio Teacher of the Year: in the past with close captioning. Now many people see the benefits of reading close captioning. Anthony Coy-Gonzalez…………………..……6 Additionally, OCDC has been working even closer with our regional libraries, and Friends of Balance Disorders: Vertigo……………………7 the Library. For instance, Bev Cain and her committees Tabby Belhorn and Chris Kuhns are working on grant writing to develop ASL signing stories for libraries. Furthermore, Marsha Kids Connect is Back! Program Starts in October!..............................................................8 Moore chairperson of a Deaf Mentor Program will provide training to Deaf mentee who will work with Deaf students.
    [Show full text]
  • ACRONYMS from Region to Region
    27 LESSON 4: LESSON 4: LESSON 4: ACRONYMS AC RULES & CONCEPTS: RONY When using an acronym check the listener’s face M S to see if they recognize it before continuing. If their eyebrows raise or show a quizzical look then you need to expand the acronym and explain what it means. First spell the acronym, then expand it and then spell it one more time. When talking to a group you should assume that at least one person is not familiar with the acronym so go ahead and expand it right away. In either case after you expand the acronym you may continue to use the acronym without further explanation. Some geographic regions might develop their own acronyms that are not widely used. You should be aware of this as you travel from region to region. WWW. AS LI NS ID E .C O M ACTIVITY ONE Print or display the following list of acronyms. Ask your students to fnd a partner and practice fngerspelling them. GROUP 1: GROUP 2: AA — Alcoholics Anonymous AWOL — Absent Without Leave AARP — American Association of Retired Persons BDA — Black Deaf Advocates ADA — Americans with Disabilities Act CDI — Certifed Deaf Interpreter ADD — Attention Defcit Disorder CEU — Continuing Education Unit ADHD — Attention Defcit Hyperactivity Disorder CIA — Central Intelligence Agency AGB — Alexander Graham Bell CIT — Conference of Interpreter Trainers ALDA — Association of Late Deafened Adults CMP — Certifcate Maintenance Program ASDC — American Society for Deaf Children CBS — Columbia Broadcast System ASL — American Sign Language CODA — Child of Deaf Adult ASLTA — American Sign
    [Show full text]
  • The Deaf Reader
    Vol. 5 January 2021 The Deaf Reader Message from the President Message from the President….……….....….. 1 This past year of 2020 has been a rough year due to the coronavirus (COVID-19) for many of us in Ohio, nationally, and around the world. This has also caused difficulties Holiday Dinner Blues………………………… 2 for our local libraries. I thank all of you for your support and contribution for our libraries during this past year. Despite the ravaging pandemic, our libraries have Dinner Table Syndrome…..……………..…… 3 endured and became a source of comfort and support for our local communities. Black Deaf History.…………………………...4 I thank each one of you on the Ohio Citizens for Deaf Cultures (OCDC) board for Organization Alliance in the State of Ohio your commitment not only with our organization during this time but also with Facilitator: attending our regular Zoom meetings. We have worked hard this past year despite the Thomas “Tom” Benziger………………..……5 upheaval caused by this pandemic. Ohio Deaf History Month ……………………6 I want to extend special thanks to Darrell Doudt for his wonderful and informative presentation during our June 2020 meeting on the Organization Alliance in State of Suggested Books on Deaf Culture & Deaf Ohio (OAO). Our OCDC board agreed upon selecting Tom Benziger as the OAO’s History...............................................................7 facilitator to assist and guide all forty organization to work together with collaborative Children’s Drawing Art Contest…………....…8 goals. The OAO was established with the purpose of finding better welfare and quality of services for the Deaf community. If your organization is interested, you may NDHM HR224 Resolution …………………..9 find more information about this OAO collaboration in our OCDC website in its Memorandum of Understanding (MOU) at https://ocdclibrary.org/bylaws.
    [Show full text]
  • MC Dec 07 Part 1And 2 Final Rev 12-12:Novmbmc06.Qxd.Qxd
    New Jersey Department of Human Services Division of the Deaf and Hard of Hearing December 2007 Vol. 28 No. 11 Jon S. Corzine, Governor Jennifer Velez, Commissioner David C. Alexander Director DHS Commissioner Velez, DDHH Director and Staff Wish You The Best of Holidays Page 4 and a Happy New Year Filling the Funding Gap For Early Intervention Services Page 6 SOS announces innovative Internet technology to aid people in recovery Page 8 American Sign Language Story Hour for children begins new season Page 12 - 13 Monthly Communicator- 2007 Photo Gallery Jennifer Velez, Human Services Commissioner (standing 3rd from left) and (clockwise) David Alexander, DDHH Director, along with staff Cathy Grehlinger, Jennifer Servello, Traci Burton, Jason Weiland, Ira Hock, Alan Champion, Pat Long and Liz Barany. Director’s Corner by David Alexander, Division of the Deaf and Hard of Hearing (DDHH) Director As we prepare to enter the 2008 year, I would like to bring your attention to some of the DDHH accomplishments that improved the quality of the lives of New Jersey residents who are Deaf and hard of hearing. Many of our accomplishments are due to the positive collaboration and partnerships developed with other state organizations serving the Deaf and hard of hearing com- munity. Highlights of the 2007 year are listed below: • The Open-Captioning of theatre performances statewide is the first of its kind nationally; • Full communication access for public meetings (sponsored by the Governor’s Office, the Division on Civil Rights, and the Department of Human Services); • The Captel phone system was added to the distribution program.
    [Show full text]
  • Contemporary Language Ideologies of American Sign Language Anya A
    Claremont Colleges Scholarship @ Claremont Scripps Senior Theses Scripps Student Scholarship 2014 An Ethnographic Inquiry: Contemporary Language Ideologies of American Sign Language Anya A. Leyhe Scripps College Recommended Citation Leyhe, Anya A., "An Ethnographic Inquiry: Contemporary Language Ideologies of American Sign Language" (2014). Scripps Senior Theses. Paper 473. http://scholarship.claremont.edu/scripps_theses/473 This Open Access Senior Thesis is brought to you for free and open access by the Scripps Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Scripps Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. AN ETHNOGRAPHIC INQUIRY: CONTEMPORARY LANGUAGE IDEOLOGIES OF AMERICAN SIGN LANGUAGE by ANYA A. LEYHE SUBMITTED TO SCRIPPS COLLEGE IN PARTIAL FULFILLMENT OF THE DEGREE OF BACHELOR OF ARTS SEO YOUNG PARK, SCRIPPS COLLEGE CLAUDIA STRAUSS, PITZER COLLEGE APRIL 25, 2013 TABLE OF CONTENTS INTRODUCTION: ROADMAP TO LINGUISTIC IDEOLOGIES OF ASL……………3 Terminology Theoretical Perspectives Chapters Methods Positionality CHAPTER ONE: THE INTERSECTIONAL POSITION OF ASL…………….………29 ASLs Position from Evolution to Colonialism, and Colonialism to Nationalism Signers, Who Are They? (In)visibility and (Un)awareness Prestige CHAPTER TWO: POPULAR CULTURE REPRESENTATIONS OF ASL…………...61 Representations of American Sign Language in Contemporary Popular Media Mainstream Success Paradox of Success Trivialization of Sign on
    [Show full text]
  • Perspectives on Deafness: Developing Culturally Competent Family-Centered Early Intervention for Children Who Are Deaf Or Hard of Hearing
    Perspectives on Deafness: Developing Culturally Competent Family-Centered Early Intervention for Children Who are Deaf or Hard of Hearing Joseph B. Smail, Ph.D., NCSP School Psychologist, Admissions Coordinator Maryland School for the Deaf, Columbia Campus April 21, 2015 Presentation Objectives • To develop a better understanding of Deaf culture in the early intervention process. • To gain a better understanding of the impact hearing loss has on families. • To develop a better understanding of why it is important for families to have access to support, mentorship, and guidance from deaf and hard of hearing individuals. 4/21/2015 Deaf Culture Competence 2 Why Is This Important? 4/21/2015 Deaf Culture Competence 3 For many parents of deaf and hard of hearing children… YOU will be one of the first and most influential individuals they meet as they begin the journey into the world of deafness. 4/21/2015 Deaf Culture Competence 4 Some of the children you support will grow up culturally Deaf in families with only hearing members. 4/21/2015 Deaf Culture Competence 5 Statistics & Facts About Deafness • Hearing loss occurs in 5 out of every 1,000 newborns. • 15% of children between the ages of 6-19 have a measurable hearing loss in at least one ear. • Approximately 3 million children in the U.S. have a hearing loss; 1.3 million of them are under the age of three. • Over 90% of deaf children are born to hearing parents. • A mild hearing loss can cause a child to miss as much as 50% of classroom discussion.
    [Show full text]
  • Exploration of Deaf People's Health Information Sources And
    JMIR HUMAN FACTORS Chininthorn et al Original Paper Exploration of Deaf People's Health Information Sources and Techniques for Information Delivery in Cape Town: A Qualitative Study for the Design and Development of a Mobile Health App Prangnat Chininthorn1,2, MSc; Meryl Glaser3, MSc; William David Tucker2, PhD; Jan Carel Diehl1, PhD 1Section of Design for Sustainability, Department of Design Engineering, Delft University of Technology, Delft, Netherlands 2Bridging Application and Network Gaps (BANG), Department of Computer Science, University of the Western Cape, Bellville, South Africa 3Department of South African Sign Language, School of Literature, Language and Media, University of the Witwatersrand, Johannesburg, South Africa Corresponding Author: Prangnat Chininthorn, MSc Section of Design for Sustainability Department of Design Engineering Delft University of Technology Landbergstraat 15 Delft, 2628 CE Netherlands Phone: 31 1 15 27 87658 Fax: 31 1 15 27 81839 Email: [email protected] Abstract Background: Many cultural and linguistic Deaf people in South Africa face disparity when accessing health information because of social and language barriers. The number of certified South African Sign Language interpreters (SASLIs) is also insufficient to meet the demand of the Deaf population in the country. Our research team, in collaboration with the Deaf communities in Cape Town, devised a mobile health app called SignSupport to bridge the communication gaps in health care contexts. We consequently plan to extend our work with a Health Knowledge Transfer System (HKTS) to provide Deaf people with accessible, understandable, and accurate health information. We conducted an explorative study to prepare the groundwork for the design and development of the system.
    [Show full text]