Representation of Cued Speech in Teacher of the Deaf and Hard of Hearing Preparation Programs Aaron Rose
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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. -
Read-My-Lips: a Multimedia Project for the Hearing
JOAQUIN VILA and KATHLEEN M. AHLERS READ-MY -LIPS: A MULTIMEDIA PROJECT FOR THE HEARING IMPAIRED Read-My-Lips is an interactive multimedia system designed to help instructors teach language and communication skills to the hearing-impaired. The system comprises three multimedia instructional modules. (1) Babel is an expert system that translates text to speech in any language that uses the Roman alphabet. This module depicts the process of speech by displaying a front view and a profIle cross view of a human face in synchronization with the output sounds of a speech synthesizer. (2) Read & See consists of a series of stories and games that are displayed with text and full video motion. Selected vocabulary within the story is signed and spoken using digitized video sequences. (3) Fingerspelling allows the student to request any word or number to be "fingerspelled." INTRODUCTION The computer has become a popular instructional tool available from the Alexander Graham Bell Association used in school programs for the hearing-impaired. l Many for the Deaf, use drill and practice methods for the computer programs are geared exclusively to the presen speech-reading of everyday utterances. tation and practice of academic content.2 Yet several As technology has improved, interactive video has software packages for the hearing-impaired focus on been used in designing speech-reading programs. A sys specific speech, speech-reading, and/or auditory skills. tem titled DAVID6 (dynamic audio video interactive de Hearing-impaired students have great difficulty master vice) was created in 1978. It requires students to view ing these skills because of their degree of hearing loss. -
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DOCUMENT RESUME ED 476 841 FL 027 697 AUTHOR Kontra, Miklos TITLE British Aid for Hungarian Deaf Education from a Linguistic Human Rights Point of View. PUB DATE 2001-00-00 NOTE 9p.; An earlier version of this paper was presented at the Biennial Conference of the Hungarian Society for the Study of English (4th, Budapest, Hungary, January 28-30, 1999). Some parts contain light or broken text. PUB TYPE Journal Articles (080) Reports Descriptive (141) JOURNAL CIT Hungarian Journal of Applied Linguistics; vl n2 p63-68 2001 EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Deafness; Educational Discrimination; Elementary Secondary Education; Foreign Countries; Higher Education; *Oral Communication Method; *Sign Language; Speech Communication; Teaching Methods IDENTIFIERS *Hungary; United Kingdom ABSTRACT This paper discusses the issue of oral versus sign language in educating people who are deaf, focusing on Hungary, which currently emphasizes oralism and discourages the use of Hungarian Sign Language. Teachers of people who are hearing impaired are trained to use the acoustic channel and view signing as an obstacle to the integration of deaf people into mainstream Hungarian society. A recent news report describes how the British. Council is giving children's books to a Hungarian college for teachers of handicapped students, because the college believes in encouraging hearing impaired students' speaking skills through picture books rather than allowing then to use sign language. One Hungarian researcher writes that the use of Hungarian Sign Language hinders the efficiency of teaching students who are hard of hearing, because they often prefer it to spoken Hungarian. This paper suggests that the research obscures the difference between medically deaf children, who will never learn to hear, and hearing impaired children, who may learn to hear and speak to some extent. -
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. -
The Transition from Fingerspelling to English Print: Facilitating English Decoding
The Transition From Fingerspelling to English Print: Facilitating English Decoding Tamara S. Haptonstall-Nykaza Colorado School for the Deaf and the Blind Brenda Schick University of Colorado, Boulder Fingerspelling is an integral part of American Sign Lan- orthography available in most written systems. Re- guage (ASL) and it is also an important aspect of becoming search on hearing children’s development of reading bilingual in English and ASL. Even though fingerspelling is has found strong connections between children’s pho- based on English orthography, the development of finger- spelling does not parallel the development of reading in nological systems and awareness of phonological reg- hearing children. Research reveals that deaf children may ularities and their ability to read (see Snow, Burns, & initially treat fingerspelled words as lexical items rather than Griffin, 1998). Typically, reading is viewed, in large a series of letters that represent English orthography and part, as reflecting English skills, and deaf children’s only later begin to learn to link handshapes to English gra- longstanding difficulties with learning to read are con- phemes. The purpose of this study is to determine whether a training method that uses fingerspelling and phonological sidered to be a problem with English (King & Quigley, patterns that resemble those found in lexicalized finger- 1985; Paul, 1998). More recently, researchers have be- spelling to teach deaf students unknown English vocabulary gun to investigate how American Sign Language, or would increase their ability to learn the fingerspelled and ASL, can support and facilitate reading in English (see orthographic version of a word. There were 21 deaf students (aged 4–14 years) who participated. -
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 -
The Two Hundred Years' War in Deaf Education
THE TWO HUNDRED YEARS' WAR IN DEAF EDUCATION A reconstruction of the methods controversy By A. Tellings 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/2066/146075 Please be advised that this information was generated on 2020-04-15 and may be subject to change. THE TWO HUNDRED YEARS* WAR IN DEAF EDUCATION A reconstruction of the methods controversy By A. Tellings THE TWO HUNDRED YEARS' WAR IN DEAF EDUCATION A reconstruction of the methods controversy EEN WETENSCHAPPELIJKE PROEVE OP HET GEBIED VAN DE SOCIALE WETENSCHAPPEN PROEFSCHRIFT TER VERKRIJGING VAN DE GRAAD VAN DOCTOR AAN DE KATHOLIEKE UNIVERSITEIT NIJMEGEN, VOLGENS BESLUIT VAN HET COLLEGE VAN DECANEN IN HET OPENBAAR TE VERDEDIGEN OP 5 DECEMBER 1995 DES NAMIDDAGS TE 3.30 UUR PRECIES DOOR AGNES ELIZABETH JACOBA MARIA TELLINGS GEBOREN OP 9 APRIL 1954 TE ROOSENDAAL Dit onderzoek werd verricht met behulp van subsidie van de voormalige Stichting Pedon, NWO Mediagroep Katholieke Universiteit Nijmegen PROMOTOR: Prof.Dr. A.W. van Haaften COPROMOTOR: Dr. G.L.M. Snik 1 PREFACE The methods controversy in deaf education has fascinated me since I visited the International Congress on Education of the Deaf in Hamburg (Germany) in 1980. There I was struck by the intemperate emotions by which the methods controversy is attended. This book is an attempt to understand what this controversy really is about I would like to thank first and foremost Prof.Wouter van Haaften and Dr. -
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. -
Training Teachers and Parents on Verbal Communication Among
rde iso rs, D De on a ti f Lawal et al., Commun Disord Deaf Stud Hearing a S c t i u n d u i e Aids 2016, 4:2 m s Journal of Communication Disorders, & m o H C e DOI: 10.4172/2375-4427.1000159 f a o r l ISSN: 2375-4427i n a g n r A u i d o s J Deaf Studies & Hearing Aids Research Article Open Access Training Teachers and Parents on Verbal Communication among Children with Hearing Impairment: Preliminary Results from Schools in Kenya Luqman Lawal1*, Mathew Karia2, Chalese Buttars3, Jeffery Larsen3, Wakisa Mulwafu4 and Kaitesi Mukara5 1Division of Health Policy and management, University of Minnesota School of Public health, MN, USA 2Department of Special needs, Speech Language Pathology program, Kenyatta University, Nairobi, Kenya 3Department of Communicative disorders and deaf education, Utah State University, UT, USA 4Department of ENT, University of Malawi College of Medicine, Blantyre, Malawi 5College of Medicine, College of Medicine and Health Sciences, Department of ENT, University of Rwanda, Rwanda *Corresponding author: Luqman Lawal, Department of Health Policy and Management, University of Minnesota School of Public health, MN, USA, Tel: +16513075288; E-mail: [email protected] Received date: April 21, 2016; Accepted date: May 25, 2016; Published date: June 1, 2016 Copyright: © 2016 Lawal L, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Abstract Purpose: We sought to assess the outcome of training parents and teachers on verbal communication with children that have hearing impairment in selected schools in Kenya. -
Research Brief: the Importance of Fingerspelling for Reading
VISUAL LANGUAGE & VISUAL LEARNING NSF supported Science of Learning Center on Visual Language and Visual Learning, SBE-0541953, RESEARCH BRIEF: Gallaudet University. THE IMPORTANCE OF FINGERSPELLING FOR READING JULY 2010 Key Findings on the Importance of Fingerspelling for Reading: LEARNING FROM RESEARCH • Deaf families fingerspell to their deaf children when they are very young. • Early exposure to fingerspelling helps these children become better # 1 readers. • Fingerspelling, reading, and writing are interrelated. • Fingerspelling facilitates English vocabulary growth, and larger the lexicon, the faster new vocabulary is learned. • Fingerspelling positively correlates with stronger reading skills. Deaf Written by: and hard of hearing children who are good fingerspellers are good Sharon Baker, Ed.D. readers, and vice versa. 1 of 8 NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO. 1: THE IMPORTANCE OF FINGERSPELLING FOR READING Fingerspelling and American Sign hearing children from deaf families tend to read at Language higher levels than deaf and hard of hearing children from hearing families.11 Fingerspelling likely On the most simplistic level, fingerspelling can be contributes to this success. Unfortunately, young defined as the use of handshapes to represent deaf and hard of hearing children from hearing letters of the alphabet. Indeed, before the families are not generally given the same early complexity of fingerspelling was documented, learning opportunity. Indeed, the absence of researchers thought fingerspelling was merely a fingerspelling is particularly evident in preschools manual representation of English orthography for deaf and hard of hearing children.9 To 1 (print). They believed fingerspelling was primarily understand the role of fingerspelling in language for representing proper nouns or for English words acquisition and later literacy, it is important to 2,3 without a sign equivalent.