Syllabus - College of Education

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SERP 430/530 Summer 2009

COURSE SYLLABUS EDUCATION AND REHABILITATION OF DEAF AND HARD-OF-HEARING INDIVIDUALS Dr. Kathryn Kreimeyer [email protected] Phone: 520-626-4322

Virtual Office Hours: Mon. – Th. 1:00 to 2:30 pm and by appointment

Ms. Kendra Benedict [email protected] Phone: 602-319-4727

Course Number: SERP 430/530 Credit Hours: 3

COURSE PURPOSE AND COMPETENCIES Purpose: The purpose of this course is to provide students with knowledge of the current issues in the education of Deaf and Hard-of-Hearing Individuals. The course will provide students with knowledge of the educational, social, psychological, occupational effects of childhood hearing loss and will provide a foundation for further study in the area of education of D/HH children and youth. Students will be expected to read, understand and integrate research literature in the field.

Competencies: Course competencies follow the guidelines provided by the Council for Exceptional Children (CEC) and Council on Education of the Deaf (CED). Knowledge Competencies: Philosophical Historical and Legal Foundations: 1. Current educational definitions of students with hearing loss, including identification criteria, labeling issues, and current incidence and prevalence figures. 2. Models, theories, and philosophies (e.g., bilingual-bicultural, total communication, oral/aural) that provide the basis for educational C:\Documents and Settings\bberrell.CATNET\Desktop\Documents\Webs and Internet\coe faculty\Individual Faculty Web Sites Content\Kreimeyer\530-syll-Sum09.doc


practices for students who are Deaf/Hard of Hearing as consistent with program philosophy. 3. Issues in definition and identification procedures for individuals who are Deaf/Hard of Hearing (e.g., cultural vs. medical perspective). 4. Rights and responsibilities (e.g., Deaf Children’s Bill of Rights) of parents, students, teachers, and schools as they relate to students who are Deaf/Hard of Hearing. 5. The impact of various educational placement options (from the perspective of the needs of any given child who is Deaf/Hard of Hearing and consistent with program philosophy) with regard to cultural identity, linguistic, academic, and social-emotional development. Skills Competencies: Philosophical Historical and Legal Foundations: 6. Apply understanding of theory, philosophy and models of practice to the education of students who are Deaf/Hard of Hearing. 7. Articulate pros and cons of current issues and trends in special education and the field of education of children who are Deaf/Hard of Hearing. 8. Identify the major contributions to the growth and improvement of pastto-present knowledge and practice in the field of education of children who are Deaf/Hard of Hearing. Knowledge Competencies: Characteristics of Learners 9. Research in cognition related to children who are Deaf/Hard of Hearing. 10. Cultural dimensions which being Deaf or Hard of Hearing may add to the life of a child. 11. Various etiologies that can result in additional sensory, motor, and/or learning differences in students who are Deaf/Hard of Hearing. 12. Effects of families and/or primary care givers on the overall development of the child who is Deaf/Hard of Hearing. 13. Effects that onset of hearing loss, age of identification, and provision of services have on the development of the child who is Deaf/Hard of Hearing. 14. Recognition that being deaf or hard of hearing alone does not necessarily preclude normal academic development, cognitive development, or communication ability. Knowledge Competencies: Assessment, Diagnosis, and Evaluation 15. Components of an adequate evaluation for eligibility placement and C:\Documents and Settings\bberrell.CATNET\Desktop\Documents\Webs and Internet\coe faculty\Individual Faculty Web Sites Content\Kreimeyer\530-syll-Sum09.doc

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program planning (e.g., interpreters, special tests) decisions for students who are Deaf/Hard of Hearing. 16. Special policies regarding referral and placement procedures (e.g., Federal Policy Guidance, Oct. 30, 1992) for students who are Deaf/Hard of Hearing. Knowledge Competencies: Instructional Content and Practice 17. Demands of various learning environments (e.g., individualized instruction in general education classes). 18. Life skills instruction relevant to independent, community, and personal living and employment. Knowledge Competencies: Planning and Managing the Teaching and Learning Environment 19. Model programs, including career/vocational and transition that have been effective for students with hearing losses. 20. Social skills needed for educational and functional living environments and effective instruction in the development of social skills. 21. Processes for establishing ongoing interactions of students who are Deaf/Hard of Hearing with peers and role models who are Deaf/Hard of Hearing. 22. Opportunities for interaction with communities of individuals who are Deaf/Hard of Hearing on a local, state, and national level. Knowledge Competencies: Communication and Collaborative Partnerships 23. Available resources to help parents of children who are Deaf/Hard of Hearing deal with their concerns regarding educational placement options and communication modes/philosophies for their children. 24. Roles and responsibilities of teachers and support personnel in educational practice for Deaf/Hard of Hearing (e.g., educational interpreters, tutors, note takers, etc). 25. Effects of communication of the development of family relationships and strategies used to facilitate communication in families with children who are Deaf/Hard of Hearing. 26. Services provided by governmental and non-governmental agencies or individuals in the ongoing management of children who are Deaf/Hard of Hearing.

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COURSE REQUIREMENTS Students will: Complete all readings and activities and discuss their content and impact through daily on-line discussions. Create a PowerPoint presentation or brochure for parents explaining one communication option. Observe and evaluate a preschool or childcare program as a potential educational placement for a child with a hearing loss. Complete a comprehensive final examination. Graduate students: Summarize and grade selected discussions. Graduate students: Write a reflective paper addressing one of the topics addressed in the course.

Tentative Schedule of Topics Date Week 1 June 8 June 9 June 10 June 11 June 12 Week 2 June 15 June 16 June17/18 June 19/22 Week 3 June 23 June 24 June 25 June 26

Topic Introduction to On-Line Learning and One Another Newborn Hearing Screening Parental Response to the Identification of Hearing Loss Early Intervention Children with Hearing Loss and Additional Disabilities The Hearing Process, Etiology and Prevalence Amplification and Technological Tools Communication Options Initial Communication Development and the Process of Language Acquisition Deaf Culture and American Sign Language Legal Issues Cochlear Implants Hard-of-Hearing Children


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Week 4 June 29 June 30 July 1 July 2 July 3 Week 5 July 6/7 July 8

Educational Options Literacy Intellectual Functioning and Academic Achievement Social Behavior and Peer Interaction 4th of July Holiday Inclusion Issues – Interpreters Post-Secondary Education and Employment Final Examination

July 9

TEXTS All Students: Marschark, M. (2007). Raising and educating a deaf child. New York: Oxford University Press. Schwartz, S. (2007). Choices in deafness: A parents guide to communication options. Bethesda, MD. Woodbine House. Graduate Students: In addition to the above: Marschark, M., & Spencer, P. E. (2005). Oxford handbook of deaf studies, language, and education. New York: Oxford University Press.

READINGS Week

Topic

Readings (Graduate Student Readings are in addition to others)

Websites and Other Resources

Week 1 1. Mon.

2. Tues.

Introduction to course and online learning

Newborn Hearing Screening

Syllabus Course Procedures D2L Help Pages Marschark, M. Ch 1 A Deaf Child in the Family pp. 3 - 25 Marschark, M. Ch. 2 Practical Aspects of Being Deaf pp. 38-41

Instructor Podcast http://www2a.cdc.gov/podcasts

Herer, G. (2007). Universal C:\Documents and Settings\bberrell.CATNET\Desktop\Documents\Webs and Internet\coe faculty\Individual Faculty Web Sites Content\Kreimeyer\530-syll-Sum09.doc

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Newborn Screening. In S. Schwartz (Ed) Choices in Deafness. (35-47). Bethesda, MD: Woodbine. NCHAM Fact Sheet (http://www.infanthearing.org/r esources/fact.pdf) Graduate Students (in addition to above): Cone-Wesson, B. (2003). Screening and assessment of hearing loss in infants. In M. Marschark and P.E. Spencer (Eds.) Oxford handbook of deaf studies, language and education. (420-433). NY: Oxford University Press. 3. Wed.

Parental Response to Identification of Hearing Loss

Moses, K. (1985). Infant deafness and parental grief: Psychosocial early intervention. In F. Powell, T. Frinitzo-Hieber, S. Friel-Patti & D. Henderson. Education of the hearing impaired child. (85-102). San Diego, CA: College-Hill Press. Marschark, M. Ch. 4 Early Interactions: The Roots of Childhood pp. 97-101

/player.asp?f=5834 http://www.infanthearing.org/vi deos/arizona.html http://www.infanthearing.org/vi deos/coloradohearingfoundation. html#c http://www.aznewborn.com/htt p://www.babyhearing.org/Heari ngAmplification/NewbornScreen ing/index.asp http://www.aznewborn.com/htt p://www.aznewborn.com/newb rnscrn_parents.htm

Videotape segment: Dr. Kenneth Moses on grieving from (1997) Families with Hard of Hearing Children, Omaha, NE: Boys Town Press – 2.5 minutes http://www.babyhearing.org/Par ent2Parent/index.asp 1. “Coping with the Diagnosis: Parent Views” 2. Successes: Great and Small 3. What Does the Future Hold?

Oliphant, A.G. (2007). Finding Blessings in Our Child’s Deafness. In S. Schwartz (Ed) Choices in Deafness. (279-293). Bethesda, MD: Woodbine.

Graduate Students: Young & Tattersall. (2007). Universal Newborn Hearing Screening and Early Identification of deafness: Parents’ response to C:\Documents and Settings\bberrell.CATNET\Desktop\Documents\Webs and Internet\coe faculty\Individual Faculty Web Sites Content\Kreimeyer\530-syll-Sum09.doc

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knowing early and their expectations of child communication development. Journal of Deaf Studies and Deaf Education, 12(2), 209-220.

4. Thurs.

Early Intervention

Optional: Meadows –Orlan,K., Mertens, D., Sass-Lehrer, M., (2003). Parent to parent: Do what’s best for your child. In K. MeadowOrlans, D. Mertens, M. SassLehrer. Parents and their deaf children. (139-157). Washington DC: Gallaudet University Press. Sass-Lehrer, M. & Bodner-Johnson, B. (2003): Early intervention: Current approaches to familycentered programming. In M. Marschark & P.E. Spencer (Eds.) Oxford handbook of deaf studies, language and education. (65-81). NY: Oxford University Press. DesGeorges, J. (2004). Part C of the IDEA and what you need to know. July 2007 Retrieved from http://www.handsandvoices.org/ articles/early_intervention/pc_ide a.html

DVD - Hear the Difference (2004). 9minute overview of identification and early intervention. Order free through www.oraldeafed.org http://www.babyhearing.org/Par ent2Parent/professionals/index.as p Working with Professionals (can skip “Breaking the News”)

Optional: Meadow-Orlans, K., Mertens, D., Sass-Lehrer, M. (2003). Parent to professional: Respect our views. In Meadow-Orlans, K., Mertens, D., Sass-Lehrer, M. Parents and their Deaf Children. (169-177). Washington DC: Gallaudet University Press. Graduate Students: Yoshinaga-Itano, C. (2003). From C:\Documents and Settings\bberrell.CATNET\Desktop\Documents\Webs and Internet\coe faculty\Individual Faculty Web Sites Content\Kreimeyer\530-syll-Sum09.doc

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screening to early identification and intervention: Discovering predictors to successful outcomes for children with significant hearing loss. Journal of Deaf Studies and Deaf Education, 8 (1), 11-30.

5. Fri.

Children with Hearing Loss and Additional Disabilities

Optional: Moeller, M.P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106, E43. Download from: http://pediatrics.aappublications. org/cgi/reprint/106/3/e43 Jones, T. & Jones, J. (2003). Educating young deaf children with multiple disabilities. In B. Bodner-Johnson & M. Sass-Lehrer (Eds). The young deaf or hard-ofhearing child. (297-329). Washington DC: Gallaudet University Press.

http://clerccenter.gallaudet.edu/i nfotogo/141.html http://www.handsandvoices.org/ articles/education/advocacy/to_ whom.htm

Marschark Ch. 2 Practical Aspects of Being Deaf pp. 36– 38, 224-227. Graduate Students: Knoors, H. & Vervloed, M. P. J. (2003) Educational programming for deaf children with multiple disabilities. In M. Marschark & P.E. Spencer (Eds.) Oxford handbook of deaf studies, language and education. (82-94). NY: Oxford University Press.

Week 2 6. Mon.

The Hearing Process, Etiology and Prevalence

Epstein, S. (2007) A medical approach to hearing loss. In S. Schwartz (Ed) Choices in Deafness. (1-15). Bethesda, MD: Woodbine. James, K. (2007). Audiological

http://www.phonak.com/consu mer/hearing.htm 1.Hearing 1. How we hear 1. Functions of the ear 2. Hearing Loss


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Assessment. In S. Schwartz (Ed) Choices in Deafness. (19-33). Bethesda, MD: Woodbine. Marschark, M. Ch 2 Practical Aspects of Being Deaf pp. 27-38. Graduate Students: Berlin, C., Keats, B., Hood, L., Gregory, P., & Rance, G. (2007). Auditory Neuropathy/Dyssynchrony. In S. Schwartz (Ed) Choices in Deafness. (49-62). Bethesda, MD: Woodbine. Arnos, K. & Pandya, A. (2007). Genetic causes of deafness. In S. Schwartz (Ed) Choices in Deafness. (79-96). Bethesda, MD: Woodbine House. 7. Tues

Amplification and Technological Tools

3. Hearing Loss Demos http://www.babyhearing.org/He aringAmplification/HearingLoss /index.asp 1. How the Ear Works 2. Types of Loss 3. What is an Audiogram? (simulations here) http://www.babyhearing.org/He aringAmplification/Causes/index. asp http://www.cdc.gov/cmv/index. htm information on Cytomegalovirus (CMV)

http://www.audibel.com/underst anding/simulator_flash.html visual demonstration of hearing process Marschark, M. Ch. 2 Practical http://www.cdc.gov/ncbddd/eh Aspects of Being Deaf pp.41-49, 56- di/CDROM/hearing_loss/options _tech.html 60. James, K. (2007). Amplification Options. In S. Schwartz (Ed) Choices in Deafness. (97-103). Bethesda, MD: Woodbine House. Educators Guide to Cochlear Implants – Ch 1 Intro to cochlear Implants. Free resource from www.cochlear.com Graduate Students: Harkins, J. & Bakke, M. (2003). Technologies for communication: Status and trends. In M. Marschark and P.E. Spencer (Eds.) Oxford handbook of deaf studies, language and education. (406-419). NY:

http://www.listenup.org/haid/with-aid.htm Effect of Distance on Sound (PowerPoint slide with simulation by Arthur Boothroyd) DVD Jacob’s Journey: The story of one Nucleus family. 37 minutes. Free resource from www.cochlear.com


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8&9 W/Th

Communication Choices

Oxford University Press. Marschark, M. Ch. 3 Communicating with Deaf Children pp. 63-71; 80-91. Schwartz, S. Ch 9, 10, 11, 12, 13 pp 131-275.

10 & 11 Fri/Mon

Initial Communication Development and the Process of Language Acquisition

Graduate Students: Yoshinaga-Itano. (2006). Early Identification, communication modality and the development of speech and spoken language skills: Patterns and considerations. In P.E. Spencer and M. Marschark Advances in the spoken language development of deaf and hard of hearing children (*298- 312 only). NY: Oxford University Press. Marschark, M. Ch. 4 Early Interactions: The Roots of Childhood pp, 93-96 and 101-108 Marschark Ch 5 Language Development pp. 109 - 136 Optional Booklet – Getting started …Practical tips for parents. Free resource from www.cochlear.com Graduate Students: Jamieson, J. (2003). Formal and informal approaches to the language assessment of deaf children. In P.E. Spencer and M. Marschark Advances in the spoken language development of deaf and hard of hearing children (275-288). NY: Oxford University Press.

http://www.audiologyonline.com /ceus/recordedcoursedetails.asp? pid=5&class_id=8079 THERAPY GUIDEPOSTS: Exploring Communication Options-Guiding Families and Professionals (Free recorded presentation) http://www.cdc.gov/ncbddd/eh di/CDROM/building/index.html 1. Building Languages 2. Family Decision Making

http://www.babyhearing.org/La nguageLearning/http://www.babyh earing.org/

1) Building conversation 2) Learning through play Optional: 3) Positive parenting 4) Learning from my family http://www.audiologyonline.com /ceus/recordedcoursedtails.asp?pi d=5&class_id=8489 Therapy Guidepost – Using Developmental Milestones to Set Goals and Plan Therapy (Free recorded presentation)

Week 3 12. Tues

Historical View

Marschark, M. Ch 3

http://www.aslinfo.com/deafcult


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of Deaf Culture & American Sign Language

Communicating with Deaf Children pp. 71-80 and 8-10

ure.cfm

Marschark, M., Lang. H., Albertini, J. (2002). Lessons from history. In M. Marschark, H. Lang, J. Alberti. Educating Deaf students: From research to practice. (15-40). Oxford University Press: New York. Schwartz. S Ch 17 Perspectives from Adults who are Deaf 337-354 Graduate Students: Woll, B. and Ladd, P. (2003). Deaf Communities. In M. Marschark and P.E. Spencer (Eds.) Oxford handbook of deaf studies, language and education. pp. 151-163. Oxford University Press: New York. 13. Wed

Legal Issues

http://www.handsandvoices.org/ pdf/SpecEdLaw.pdf Seaver, L. & DesGeroges, J. (2004). Special education law: A new IDEA for students who are deaf or hard-ofhearing. http://www.handsandvoices.org/ articles/GoOn/V101_idea04.htm Johnson, C. and Seaver. L. (2006). 2004 IDEA: Final regulations finally here! http://www.wrightslaw.com/ide a/art/10.tips.steedman.pdf Steedman, W. (2005). 10 Tips: How to use IDEA 2004 to improve your child’s special education.

14. Thurs

Cochlear Implants

Marschark, M. Ch. 2 Practical Aspects of Being Deaf pp. 49-56.

Optional http://www.nad.org Thomas, J. & Hammes, D. (2007). How to reach cochlear


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Niparko, J., Marlowe, A., Bervinchark, D & Ceh, K. The Cochlear Implant. In S. Schwartz (Ed) Choices in Deafness. (105-120). Bethesda, MD: Woodbine. Spencer, P.E. and Marschark, M. (2003). Cochlear implants: Issues and implications In M. Marschark and P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (434 – 448). New York: Oxford University Press. Optional: National Institutes of Health Fact Sheet on Cochlear Implants http://www.d2l.arizona.edu/cont ent/Academic/SERP/SSI07/SERP 430_530_001/Kreimeyer/readings /CochlearImplantsNIHFactSheet.p df

implantation by 12-18 months of age and why you want to. Free recorded on-line presentation through audiology on-line. http://www.handsandvoices.org/ articles/misc/V84_soundfury.htm tp://www.pbs.org/wnet/sounda ndfury/index.html This link is for the “Sound and Fury” website. Go to Deaf Culture - ”Voices of Deafness” interviews

Optional DVD – Cecilia’s Story Free through Advanced Bionics www.bionicear.com

http://www.npr.org/templates/s tory/story.php?storyId=6253708 Interview on National Public Graduate Students: Radio with “Sound and Fury” film producer, Josh Aronson, Heather http://www.colorado.edu/slhs/ Artinian, and her father Peter. mdnc/research/publications/itan Heather was 13 years of age at the o.html Yoshinaga-Itano, C. (2002) time of the interview. Cochlear implantation below 12 months of age: Challenges and http://clerccenter.gallaudet.edu/ considerations. In S. Gillis (Ed.). CIEC/conferenceAntwerp Papers in Linguistics, proceedings.html 102. Proceedings from a 2002 Gallaudet sponsored conference on cochlear Optional: implants and sign language. Yoshinaga-Itano. (2006). Early Identification, communication http://www.healthyhearing.com/ modality and the development of library/article_content.asp?article_ speech and spoken language skills: id=234 Nussbaum,D. & Scott,S. Patterns and considerations. In (2004) Children with Cochlear P.E. Spencer and M. Marschark Implants: Where Does Sign Advances in the spoken language Language Fit In? C:\Documents and Settings\bberrell.CATNET\Desktop\Documents\Webs and Internet\coe faculty\Individual Faculty Web Sites Content\Kreimeyer\530-syll-Sum09.doc

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development of deaf and hard of hearing children (312- 327* section on cochlear implants). NY: Oxford University Press.

http://www.deafchildren.org/res ources/10_snapshot_CI.pdf American Society for Deaf Children – paper on cochlear implant considerations. http://www.nad.org/ciposition National Association for the Deaf – 2000 Position Statement on cochlear implants

15. Fri

Hard-ofHearing Children

Rushmer, N. (2003). The hard-ofhearing child. In B. BodnerJohnson & M. Sass-Lehrer. The young deaf or hard-of-hearing child. (223-254). Baltimore, MD: Paul H. Brookes Publishing Co., Inc. Graduate Students: Ross, M. Brackett, D. & Maxon, A.B. (1991) Performance of the hard of hearing child. In M. Ross, D. Brackett & A. B. Maxon Hard of hearing children in regular schools. (16-51). Englewood Cliffs, N.J.: Prentice-Hall.

Information from the National Institute on Deafness and Other Communication Disorders http://www.nidcd.nih.gov/health /hearing/coch.asp http://www.nidcd.nih.gov/health /hearing/coch_moreon.asp Videotape: Families with Hard of Hearing Children, Omaha, NE: Boys Town Press. Distance and Noise Reverberation Diagram Reverberation Simulation (PowerPoint slides with simulations by Arthur Boothroyd) http://www.listenup.org/oral/pam1.htm Managing the mainstream: Monitoring the environment, the child, the team. http://www.shhh.org/learn/nixo nmj02.asp Assessing the acoustics In your child’s classroom: A guide for parents.

Week 4 16. Mon

Educational Options

Marschark, M. Ch.6 Going to School pp.137-148. Schwartz, S. Ch 15 How to identify

DVD - There’s a New Kid in School (2004) Free resource from www.oraldeafed.org (focus on accommodations for HH)


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a program of excellence pp 295318. Graduate Students: Stinson, M. & Kluwin, T. (2003). Educational consequences of alternative school placements. In M. Marschark and P.E. Spencer Oxford handbook of deaf studies, in language and education. (52 – 64), Oxford University Press: New York.

17. Tues

Literacy

Marschark, M. Ch. 7, Learning to Read and Write, pp. 162-182. Marschark, M. Lang, H. & Albertini, J. (2002). Educating deaf students: From research to practice. New York: Oxford University Press. (pp.165 – 179). The topics addressed in this segment focus on how to teach reading and writing to deaf children. Graduate Students: Schirmer, B. and Williams, C. (2003). Approaches to teaching reading. In M. Marschark and P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (110 –122 ). New York: Oxford University Press.

18. Wed

Intellectual Marschark, M. Ch. 8 Intelligence, Functioning and Academic Achievement, and Academic Creativity pp 183 – 205.

http://www.babyhearing.org/La nguageLearning/GettingReady/in dex.asphttp://www.babyhearing. org/LanguageLearning/GettingRe ady/index.asp 1) Placements Adapted for DHH 2) Placements Designed for DHH 3) Flexible Placement http://www.handsandvoices.org/ needs/placement.htm School Placement Considerations for Students Who are Deaf and Hard of Hearing http://www.babyhearing.org/La nguageLearning/ReadWithMe/in dex.asp - read all the links under this section http://www.babyhearing.org/La nguageLearning/GettingReady/in dex.asphttp://www.babyhearing. org/LanguageLearning/GettingRe ady/index.asp 1. Early Preparation for Later School Experience 2. Literate Home Environments 3. Shared Goals for Home and School http://clerccenter.gallaudet.edu/li teracy/srp/index.html Shared Reading Project Optional: http://clerccenter.gallaudet.edu/ KidsWorldDeafNet/edocs/Keys/see.html Visual Phonics http://www.babyhearing.org/La nguageLearning/BuildConcepts/i ndex.asp Building Concepts – all


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Achievement

of the segments under this topic. Optional Kreimeyer, K., Crooke, P., Drye, C., Egbert, V., Klein, B. (2000). Academic and social benefits of a co-enrollment model of inclusive education for deaf and hard-ofhearing children. Journal of Deaf Studies and Deaf Education, 5:2, 174185. Schirmer, B. (2001). Psychological, social and educational dimensions of deafness. Boston, MA: Allyn and Bacon. (pp. 97-118).

http://www.handsandvoices.org/ articles/education/ed/cognition.h tml “Cognition in the classroom” The first part of this interview with Dr Brenda Schick addresses situations in classrooms that impact cognitive development. The second half, beginning with the question, “What other impacts did you find?” addresses peer interaction, our next topic.

Graduate Students: Karchmer, M. & Mitchell, R. (2003). Demographic and achievement characteristics of deaf and hard-of-hearing students. In M. Marschark and P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (21 – 37). New York: Oxford University Press.

19. Fri

Social Behavior and Peer Interaction

Optional Marschark, M., Convertini, C., & LaRock, D. (2006). Optimizing academic performance of deaf students: Access, opportunities and outcomes. In D. Moores and D. Martin (Eds.), Deaf learners: Developments in curriculum and instruction (179-200). Washington DC: Gallaudet University Press. Marschark, Ch. 9, Deaf Children to Deaf Adults pp. 206-224. Graduate Students: Antia, S. & Kreimeyer, K. (2003). Peer interactions of deaf and hard-

http://www.handsandvoices.org/ articles/education/ed/cognition.h tml “Cognition in the classroom.” Read the second part of the interview with Dr Brenda Schick addressing peer interaction. This


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of-hearing children. In M. Marschark & P. E. Spencer. Oxford handbook of deaf studies, language and education. (164-176). Oxford University Press: New York

20/21 Fri/Mon

Inclusion issues

Marschark, M. Ch. 6 Going to School pp. 149 – 161

begins with the question, “What other impacts did you find?” http://www.handsandvoices.org/ articles/SocEmot/V94_bluff.htm Calling our bluff: Using communication strategies in social situations. Optional: http://www.handsandvoices.org/ needs/socialization.htm What parents need to know: Socialization and the child who is deaf or hard of hearing. http://www.rit.edu/~classact/ The NTID Class Act website

Stinson, M. & Antia, S. (1999). Considerations in educating deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education. 4(3), 163-175. Reed, S., Antia, S. & Kreimeyer, K. (2008). Academic status of deaf and hard-of-hearing students in public schools: Student, home, and service facilitators and detractors. Journal of Deaf Studies and Deaf Education. 13, 485-512. Choice Articles: Please select one additional article to read from the following: The following articles address the role of teachers: Luckner, J. (2006). Providing itinerant services. In, D. Moores & D. Martin (Eds). Deaf learners: C:\Documents and Settings\bberrell.CATNET\Desktop\Documents\Webs and Internet\coe faculty\Individual Faculty Web Sites Content\Kreimeyer\530-syll-Sum09.doc

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Developments in curriculum and instruction. (pp. 93-111). Washington DC: Gallaudet University Press. Antia, S. (1999). The roles of special educators and classroom teachers in an inclusive school. Journal of Deaf Studies and Deaf Education. 4(3), 203-214. The following articles address the role of educational interpreters: Marschark, M., Leigh, G., Sapere, P., Burnham, D., Convertino, C., Stinson, M., Knoors, H., Vervloed, M., & Noble, W. (2006). Benefits of sign language interpreting and text alternatives for deaf students’ classroom learning. Journal of Deaf Studies and Deaf Education, 11, 421-437. Antia, S. & Kreimeyer, K. (2001). The role of interpreters in inclusive classrooms. American Annals of the Deaf, 146 (4), 355-365.

Week 5 22. Tues. August 7

Post-secondary Education and Employment

Marschark, M. Ch 6 Going to School pp. 148-149 Schwartz, S. Ch 16 Making it in College pp 319-336 Schirmer, B. (2001). Psychological, social and educational dimensions of deafness. Boston, MA: Allyn and Bacon. (pp. 223- 245). Optional Luckner, J. & Stewart, J. (2003). Self-assessments and other

http://www.pepnet.org/traingreg / Communication accommodations for postsecondary students who are deaf or hard-of-hearing (excellent!) http://www.handsandvoices.org/ needs/transition.htm The Transition Process from High School to Post-Secondary Education for Deaf and Hard of Hearing Students For general review:


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perceptions of successful adults who are deaf: An initial investigation. American Annals of the Deaf, 148 (3). 243-250. Graduate Students: Foster, S., Long, G. & Snell, K. (1999). Inclusive instruction and learning for deaf students in postsecondary education. Journal of Deaf Studies and Deaf Education 4 (3), 225-235. 23. Wed. August 8

www.gallaudet.edu Gallaudet University. http://www.ntid.rit.edu/ National Technical Institute for the Deaf

Final

GRADING Grades will be based on the percentage accumulated as follows. Late assignments will earn a 10% penalty for each day that the assignment is delayed.

Assignment

Undergraduate Points

Intro/D2L Email/Student Info Form (10 points each) Discussions (12 @ 10 points each) Discussion Summaries (3 @ 20 points each) Hearing Process Quiz Communication Options Listening Guide Language: Using Developmental Milestones to Set Goals Listening Guide Communication Options Power Point or Brochure Educational Options Observation & Summary Reflective Paper (Graduate Students) Final

Total Points

Graduate Points

30

30

120 20 15 15

120 60 30 15 15

100

100

100

100

100

100 100

500

670


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Grade Percentage

Undergraduate Points

Graduate Points

A = 90 -100% B = 80 – 89% C = 70 – 79% D = 60 – 69% F = < 60%

450-500 400-449 350-399 300-349 < 300

603-670 536-602 469-535 402-468 < 402

REQUIRED UNIVERSITY POLICIES Absence Policies All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion, Absences pre-approved by the UA Dean of Students (or Dean's designee) will be honored. Students requiring accommodation for disabilities If you anticipate issues related to the format or requirements of this course, please meet with me. I would like us to discuss ways to ensure your full participation in the course. If you determine that formal, disability-related accommodations are necessary, it is very important that you be registered with Disability Resources (621-3268; drc.arizona.edu) and notify me of your eligibility for reasonable accommodations. We can then plan how best to coordinate your accommodations. Policies against plagiarism http://dos.web.arizona.edu/uapolicies Policies against threatening behavior by students http://policy.web.arizona.edu/threatening.pdf
