From 'Hearing Loss' to Deaf Gain
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Sign Bilingual Education: Policy and Practice
Sign Bilingual Education: Policy and Practice Ruth Swanwick and Susan Gregory Introduction Sign Bilingual Education: Definition, Philosophy and Policy Section 1 The context of the document Section 2 Policy into practice Section 3 Sign bilingual education in the UK Section 4 UK research into sign language and deaf education 1996-2006 Section 5 International perspectives on sign bilingual education Appendix Concepts in sign bilingual education Further reading and resources Introduction In 1998 the document ‘Sign bilingualism – a Model’ was published It was developed by Miranda Pickersgill and Susan Gregory, and many schools, services, universities and individuals contributed to and endorsed this original publication. It has been used largely as a policy reference document for sign bilingual education since that time. The model of sign bilingual education as presented in the 1998 document has evolved over the last 10 years as practice has developed and the educational context has changed. There have been a number of significant and diverse changes in deaf education including developments in sign language teaching and research, and a steady increase in the number of profoundly deaf children with cochlear implants. These changes have prompted a revision of the original document. This new document sets out to describe the current status of sign bilingual education. It is not intended as an academic publication, but rather a working document looking at sign bilingual education as it is practised. It differs from the last document in that it now draws on practice both in the UK and internationally, whereas the previous document was largely aspirational written at a time when sign bilingual education was only beginning. -
Institutional Effectiveness Partnership
Institutional Effectiveness Partnership Initiative Partnership Resource Teams List of Primary Successes and Menu of Options for Institutional Consideration Date: April 26, 2021 Name of Institution: Los Angeles Southwest College Partnership Resource Team Members: Kristina Hannon, Bridget Herrin, Howard Kummerman, Elizabeth Pratt, Linda Snider, Robin Steinback (Lead) Primary Institutional Successes Description of Primary Institutional Successes Notes and Comments Integrated Planning • The college has accomplished significant steps toward the development of an integrated • Guided pathways have directly informed the two-year scheduling plan to strategic plan. be implemented in fall 2021. • The college has completed shared governance review of the Strategic Educational Master • The college has involved key stakeholders in a strategic enrollment Plan, presented the plan before the LACCD Board Committee and is on track for Board retreat and a budget-enrollment summit. approval of the plan this spring. • A strategic planning retreat planned for late April builds upon the previous • The college’s transformational theory of change is reflected in the revision of the mission, enrollment retreat and budget summit to set two-year enrollment targets vision and values statements. based upon the college’s strategic goals and the Student-Centered • The college has well defined guided pathways, dual enrollment programs, two college- Funding Formula. based middle college high schools, and student-focused support systems. • The college is making progress in establishing three-year goals based on • During the pandemic, the college capitalized on the district IT consolidation, and leveraged the Strategic Education Master Plan while also addressing findings from various funding streams to secure technology and web-based software and tools to ensure the Cambridge West Report. -
Student Outcome Studies — Academy for College Excellence
Student Outcome Studies — Academy for College Excellence + MENU Student Outcome Studies Since its inception in 2002, the Academy for College Excellence (ACE)—formerly called Digital Bridge Academy (DBA) —has been rigorously evaluated qualitatively and quantitatively. Ten independent external evaluations have been conducted, all demonstrating significant impacts on vulnerable students and community college faculty. 1. Evidence of Success This document summarizes the results of the recent findings of two longitudinal evaluation studies of the ACE Program: the Columbia University’s Community College Research Center (CCRC) study published in 2009 and the RTI International (RTI) study released in January 2014. The two key findings: 1. The ACE academic outcomes are replicable at colleges adopting the ACE model; i.e., the academic outcomes produced in the CCRC study are replicated when the ACE Program is implemented at multiple colleges where some of the colleges are scaling to serve over 350 students per year. http://academyforcollegeexcellence.org/student-outcome-studies/[5/6/2014 3:15:31 PM] Student Outcome Studies — Academy for College Excellence 2. The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course, and the accelerated math approach is successful when combined with accelerated English in the same semester. PDF 2. Evaluation of the Academy for College Excellence MPR Final Report – January 2014 Our recent longitudinal study conducted by RTI International (formerly MPR -
ABSTRACT Hearing Humanities: a Holistic Approach to Audiology
ABSTRACT Hearing Humanities: A Holistic Approach to Audiology Education Callie M. Boren Director: Jason Whitt, Ph.D. This thesis explores the intersection of Deaf/disability identity and the practice of audiology, and has three aims: first, to establish broad background information about the common cultures, identities, and models that relate to disability; second, to connect this background information to the personal and social domains of the lives of people with hearing loss; and finally, to establish current problems and provide direction in training future audiologists in order to ensure clinicians provide care that is above and beyond minimum ethical standards. The first aim will be accomplished by outlining the history and development of Deaf culture and its key features, framing the parallel history and development of disability culture and identity, and comparing and contrasting Deaf culture and identity with disability culture and identity. The second aim of this work will be accomplished by revisiting the definition of disability models, introducing the models that might have bearing on the lives of people with disabilities, and applying these models to the social experience of a person with hearing loss. The final aim of this work will be accomplished by establishing a brief history of the field of audiology, examining the ethics that guide audiology practice, defining and describing audiological counseling, and introducing a new approach to training clinicians that incorporates the humanities. APPROVED BY DIRECTOR OF HONORS THESIS: ______________________________________________________ Dr. Jason Whitt, Honors Program APPROVED BY THE HONORS PROGRAM: ______________________________________________________ Dr. Andrew Wisely, Interim Director DATE: _____________________________ HEARING HUMANITIES: A HOLISTIC APPROACH TO AUDIOLOGY EDUCATION A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program By Callie Michelle Boren Waco, Texas April 2021 TABLE OF CONTENTS Dedication. -
American Sign Language Studies CERTIFICATE
Program Requirements Guide 2021-2022 American Sign Language Studies CERTIFICATE Program Overview Program Faculty Program Requirements The American Sign Language Studies Certificate Check off when completed Program provides students with the knowledge Rania Johnson and skills of American Sign Language (ASL), [email protected] focusing on the uniqueness of ASL as a language, Course Cr Molly Peters Deaf Culture and Deaf History. The program Goal 1: COMM 17XX ........................3 [email protected] encourages students to become involved in ASLS 1411 American Sign Language 1 ..........3 the social and cultural activities of the Deaf ASLS 1412 American Sign Language 2 ..........3 Community. The curriculum provides a solid Part-time/Full-time Options and basic foundation for entry into a career in ASLS 1413 American Sign Language 3 ..........3 a deafness-related field and prepares students Part-time and full-time options are available. ASLS 1414 American Sign Language 4 ..........3 for continued educational studies in a variety of Sign Language Interpreter/ ASLS 1420 ASL Linguistics ....................4 disciplines. It is a pathway to entering the Sign Transliterator Program ASLS 1430 Classifiers ........................3 Language Interpreter/Transliterator Program at Students planning to enroll in the Sign Language ASLS 1435 Deaf Studies/Culture ...............3 Saint Paul College or similar programs at other Interpreter/Transliterator Program after ASLS 1443 ASL Fingerspelling and Numbers .....3 institutions. Individuals who intend to, or currently completing this certificate program must meet work with Deaf and/or Hard-of-Hearing individuals Subtotal . 28 the program standards and complete the in fields such as education, human/ social services, Application to Sign Language Interpreter/ community service agencies, and vocational Select 2 credits from following Transliterator AAS Degree Major form to apply rehabilitation benefit from the opportunity to Technical Electives . -
Leader Board STANDINGS 2016 Leaderboard P Gross Skins # P Net
Leader Board STANDINGS 2016 Top 14 of Leader Board qualified for the Barney Cup vs Elmridge Top 5 in Gross and Net skins qualified for Season Ending Skins LeaderBoard P Gross Skins # P Net Skins # P 1 Jim Chiaradio 1418 Austin Cilley 27 480 Jim Chiaradio 11 306 2 Austin Cilley 1232 Jim Chiaradio 19 425 Lou Laudone 7 227 3 Chuck Falcone 1032 Karl Saila 17 273 Pete DiMaggio 11 223 4 Andy MacMahon 898 Andy McMahon 14 260 Chris Jurgasik 9 189 5 Chris Jurgasik 828 Glen Blackburn 11 235 Joe Luzzi Sr. 4 182 6 Tony Chiaradio 791 Chuck Falcone 8 192 Duke Ellington 7 179 7 Jim Murano 758 Mike Bliven 7 191 Ron Nye 7 179 8 Joe Luzzi Sr. 705 Jody Vacca 7 174 Chuck Falcone 7 175 9 John Donohue 692 Lou Laudone 8 156 Pete Chiaradio 7 171 10 Pete Chiaradio 676 John Donohue 11 154 Dave Morrone 7 168 11 Lou Laudone 653 Jack Donohue 4 132 Randy Dwight 4 165 12 Steve Ruzzo 621 Kyle James 7 102 Joe Woycik 6 161 13 Bob Gebler 613 Pete Chiaradio 5 95 Tom Hogan 6 152 14 Dave Morrone 608 Ray Barry 6 92 Randy Orlomoski 5 150 15 Mike Bliven 551 Joe Woycik 6 83 Bill Mathurin 5 127 16 Karl Saila 453 Jim Burbine 6 74 Mike Bliven 6 120 17 Joe Woycik 441 Joe Luzzi Sr. 4 63 Bob Gebler 5 119 18 Tom Hogan 436 Bob Gebler 4 59 Ed Morenzoni SR 3 116 19 Glen Blackburn 411 Lou Toscano 4 59 Vin Urso 2 115 20 Jim Burbine 405 Chris Jurgasik 5 57 Leo Larviere 4 110 21 Duke Ellington 377 John Doherty 1 45 Mike Classey 5 102 22 Lou Toscano 370 Bill Mathurin 2 43 Tony Chiaradio 4 100 23 Bill Mathurin 365 Charlie Toscano 2 28 John Sullivan 4 90 24 Jody Vacca 356 Randy Orlomoski 2 27 Charlie Toscano 4 88 25 John Sullivan 330 Joe Celico 2 25 Jack Donohue 2 82 26 Jack Donohue 324 Pete DiMaggio 2 24 Dave Crawn 3 75 27 Kyle James 322 Duke Ellington 1 18 Joe Luzzi Jr. -
Affiliated Colleges and Universities
Affiliated Colleges and Universities Academy of Art University, San Francisco Chapman University Dale E. Fowler School of Law Azusa Pacific University Charles R. Drew University of Medicine and Science Bakersfield College Citrus College Berkeley City College City College of San Francisco Brigham Young University, Idaho City University of Seattle Butte College Claremont Graduate University Cabrillo College Claremont McKenna College Cal Northern School of Law Clovis Community College California Baptist University College of San Mateo California Institute for Integral Studies College of the Canyons California Lutheran University College of the Redwoods California Northern School of Law The Colleges of Law – Santa Barbara and Ventura California Polytechnic State University, San Luis Obispo Concordia University California State Polytechnic University, Pomona Contra Costa College California State University Crafton Hills College Bakersfield Cuesta College California Maritime Academy Cuyamaca College Channel Islands Cypress College Chico De Anza College Dominguez Hills DeVry University East Bay Diablo Valley College Fresno Dominican University of California Fullerton Drexel University Humboldt Duke University Long Beach El Camino College Los Angeles Empire College Monterey Bay Feather River College Northridge Foothill College Sacramento Fresno City College San Bernardino Fresno Pacific University San Diego Fullerton College San Francisco Gavilan College San Jose George Fox University San Marcos George Mason University Sonoma Georgia Institute of Technology Stanislaus Glendale Community College California Western School of Law Glendale University College of Law Carnegie Mellon University Golden Gate University, San Francisco Cerritos College Golden Gate University School of Law Chabot College Grand Canyon University Chaffey College Grossmont College Chapman University Hartnell College Note: This list is updated frequently. -
Meeting Agenda
GROSSMONT COLLEGE Staffing Committee April 15, 2021 | 3:00 p.m. – 4:30 p.m. Zoom Meeting MINUTES Purpose: The Staffing Committee is responsible for drafting Grossmont College’s multi-year Staffing Plan based on Educational Master Plan and Strategic Plan goals, and for monitoring the implementation of Staffing Plan to promote employment equity and diversity consistent with the college’s mission, vision and values. The Grossmont College Staffing Committee is responsible for prioritization of faculty and classified staffing requests from annual unit plans. CO-CHAIRS ASSOCIATED STUDENTS OF ADVISORY GROSSMONT COLLEGE ☒ Aaron Starck ☒ Michael Jennings ☐ Joan Ahrens ☒ Bryan Lam ☐ King Wong ☐ Lida Rafia ☐ Diego Osuna (Proxy) ACADEMIC SENATE CLASSIFIED SENATE ADMINISTRATORS’ ASSOCIATION ☒ Janette Diaz ☒ Bryan Lam ☐ Barbara Gallego ☒ Evan Wirig ☒ Nadia Almaguer ☐ Sara Varghese ☒ Marion de Koning ☒ Patty Sparks ☒ Shawn Hicks EX OFFICIO RECORDER MEMBERS from CSPC and/or FSPC ☒ Bill McGreevy (VPAS) ☒Graylin Clavell ☐ ☒ Marshall Fulbright (FSPC & CSPC) GUESTS ☐ ☒ Brodney (John) Fitzgerald (FSPC) ☐ ☐ ☐ Luma Shamon (CSPC) ☐ ROUTINE BUSINESS 1. Welcome and Introductions The meeting began at 3:06pm. 2. Establish Quorum (50% + 1) Quorum reached. 3. Public Comments N/A 4. Additions/Deletions to Agenda Aaron announced that the Interim President, Dr. Marsha Gable is still waiting for some things to iron out on the new budget before proceeding with positions that were submitted to her via the College Council in December. 5. Approve Meeting Summary & 2.18.21 Meeting Minutes Follow-up 3.18.21 Meeting was cancelled due to low attendance. A couple of committee members were mentioned that they were sent a cancellation notice of this meeting and then it was rescinded. -
The Language Skills of Singaporean Deaf Children Using Total Communication Mandy Phua Su Yin National University of Singapore 20
THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN NATIONAL UNIVERSITY OF SINGAPORE 2003 THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN (B.A.(Hons.), NUS) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF SOCIAL SCIENCE (PSYCHOLOGY) DEPARTMENT OF SOCIAL WORK AND PSYCHOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2003 i Acknowledgements I would like to express my gratitude to: ❖ A/P Susan Rickard Liow, Department of Social Work and Psychology, National University of Singapore, for your advice and patient guidance. ❖ The Principal, Mrs Ang-Chang Kah Chai, staff and students of the Singapore School for the Deaf for participating in this study and for teaching me much about the Deaf community. ❖ A/P Low Wong Kein, Head, Department of Otolaryngology, Singapore General Hospital, and colleagues in the Listen and Talk Programme for always being quick to provide instrumental aid. ❖ Ms Wendy Tham and Mr Tracey Evans Chan for your helpful suggestions and comments on the thesis. ii Table of Contents Acknowledgements i Table of Contents ii List of Tables vi List of Figures vii Summary viii Chapter 1 Introduction 1 1.1. Deaf Education Worldwide 1 1.1.1. Definitions and Terminology 1 1.1.2. Language and Literacy 2 1.1.3. Approaches to Deaf Education and Programmes 3 1.1.3.1. Auditory-Verbal Approach 4 1.1.3.2. Bilingual-Bicultural Approach 4 1.1.3.3. Cued Speech 5 1.1.3.4. Oral Approach 5 1.1.3.5. Total Communication 5 1.2. -
Transfer Information Transfer Information
Transfer Information Transfer Information ne of the primary missions of a community college is to prepare students for transfer to four-year colleges and universities. If you are planning to transfer to a California public four-year school, you should complete Othe lower division (freshman/sophomore) major, as well as general education and elective courses for a total of 60 transferable units so that you can transfer with junior (upper division) standing. Although it is not required for transfer, many students earn an Associate Degree in addition to completing transfer requirements. Berkeley City College (BCC) students may choose to transfer to a California State University, a campus of the University of California, or to a private college or university in California, as well as out-of-state. BCC has developed a number of partnerships with local four-year institutions, including a Cross Enrollment Program with California State University, East Bay, the University of California, Berkeley, and Mills College (see pp. 51). In addition a number of BCC courses are taught on the University of California-Berkeley campus, you have an opportunity to attend community college classes on the campus of one of the world’s most renowned educational institutions. BCC has a variety of resources to assist students with the transfer process. Th e college’s Transfer and Career Information Center houses catalogs for four-year colleges and universities and sponsors visits with their representatives. Counselors are familiar with all transfer requirements. Counselors can assist you in planning a program of study to ensure your smooth, timely, and successful transfer. -
Variation and Change in English Varieties of British Sign Languagei
Variation and change in English varieties of BSL 1 Variation and change in English varieties of British Sign Languagei Adam Schembri, Rose Stamp, Jordan Fenlon and Kearsy Cormier British Sign Language (BSL) is the language used by the deaf community in the United Kingdom. In this chapter, we describe sociolinguistic variation and change in BSL varieties in England. This will show how factors that drive sociolinguistic variation and change in both spoken and signed language communities are broadly similar. Social factors include, for example, a signer’s age group, region of origin, gender, ethnicity, and socio-economic status (e.g., Lucas, Valli & Bayley 2001). Linguistic factors include assimilation and co-articulation effects (e.g., Schembri et al. 2009; Fenlon et al. 2013). It should be noted, however, some factors involved in sociolinguistic variation in sign languages are distinctive. For example, phonological variation includes features, such as whether a sign is produced with one or two hands, which have no direct parallel in spoken language phonology. In addition, deaf signing communities are invariably minority communities embedded within larger majority communities whose languages are in another entirely different modality and which may have written systems, unlike sign languages. Some of the linguistic outcomes of this contact situation (such as the use of individual signs for letters to spell out written words on the hands, known as fingerspelling) are unique to such communities (Lucas & Valli 1992). This picture is further complicated by patterns of language transmission which see many deaf individuals acquiring sign languages as first languages at a much later age than hearing individuals (e.g., Cormier et al. -
TITLE Stella Mccartney: Responsibility's on the Agenda
TITLE Stella McCartney: responsibility's on the agenda INTRO She is one of the most successful fashion designers of our time and the woman behind the world's first vegetarian luxury fashion brand. But the road to the top has been tough. Stella McCartney talks to Anna Blom about panic attacks and the 'rich daddy's girl' label, and her own hard slog to get the fashion industry to become sustainable and modern. COPY How can you become one of the world's most successful fashion designers without using real leather? Stella McCartney, founder of the fashion house of the same name and daughter of ex-Beatle Sir Paul McCartney, has done just that. Famous for her feminine silhouettes and masculine-inspired garments, her fashion emporium is worth billions. Her 'Falabella' bag from 2010 is an icon, despite the fact that it is made using 'eco alter nappa', a mixture of recycled polyester and vegetable oils. Ever since her graduation show from Central Saint Martins in London in 1995, she has refused to use real leather, furs or feathers. She has been vegetarian since childhood, and when she was growing up her father Paul used to challenge her and her siblings to come up with an alternative to meat for the family's dinner. Her late mother Linda McCartney even launched a successful series of frozen vegetarian food in the UK, long before today's veggie trend. This consideration for people, animals and nature has followed Stella McCartney throughout her life. "For me, vegetarianism is based on ethics. My mum was very vocal and we were all educated to understand why we weren't eating meat.