Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print o... more Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print on Palm; Tadoma; Small Sign Language; Tactile Sign Language; Tactile Fingerspelling; FingerBraille; Alphabet Glove; Alphabet Card; Braille Alphabet Card; Tellatouch; TeleBraille and Braille Tape. Includes illustrations. VIEWS, vol.14, #11, December 1997, p.
... colleagues in this field. Dr. Vera Follain-Grisell of Gallaudet's Department of Administ... more ... colleagues in this field. Dr. Vera Follain-Grisell of Gallaudet's Department of Administration ... College, MD), Edgar Shroyer (University of North Carolina, Greensboro), William Newell (NTID), and AliceSykora (Northeastern University) graciously agreed to pilot-test my ...
Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print o... more Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print on Palm; Tadoma; Small Sign Language; Tactile Sign Language; Tactile Fingerspelling; FingerBraille; Alphabet Glove; Alphabet Card; Braille Alphabet Card; Tellatouch; TeleBraille and Braille Tape. Includes illustrations. VIEWS, vol.14, #11, December 1997, p.
Contemporary issues in communication science and disorders, Oct 1, 2016
This study surveyed graduate students of speech-language pathology to determine their awareness o... more This study surveyed graduate students of speech-language pathology to determine their awareness of signed language disorders, opening the door to a possible discussion of the need for signed language pathology, including the potential for future signing-based diagnoses and therapies. Method: Thirty-two graduate speech-language pathology students completed a questionnaire identifying (a) their attitudes toward the use of signed language, (b) their awareness of signed language disorders, (c) opportunities for treatment in signed language, and (d) a need for this type of training in graduate education. Results: The majority of the students recognized American Sign Language as a human language; however, respondents lacked prior knowledge of the existence of organic disorders that could impact T
Second language (L2) learning has largely occurred in the traditional lecture-based classroom set... more Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one controlled (traditional) and one experimental (inverted) advanced ASL class in a post-secondary setting. Results suggest that the inverted pedagogy is ...
Contemporary Issues in Communication Science and Disorders, 2016
This study surveyed graduate students of speech-language pathology to determine their awareness o... more This study surveyed graduate students of speech-language pathology to determine their awareness of signed language disorders, opening the door to a possible discussion of the need for signed language pathology, including the potential for future signing-based diagnoses and therapies. Method: Thirty-two graduate speech-language pathology students completed a questionnaire identifying (a) their attitudes toward the use of signed language, (b) their awareness of signed language disorders, (c) opportunities for treatment in signed language, and (d) a need for this type of training in graduate education. Results: The majority of the students recognized American Sign Language as a human language; however, respondents lacked prior knowledge of the existence of organic disorders that could impact T
The concept of the "whole community" involves including everyone in the community in pr... more The concept of the "whole community" involves including everyone in the community in preparing for emergencies, including members of often-overlooked groups. Deaf people who sign are one example of this type of group. An innovative model based on the whole community approach, Emergency Preparedness with People Who Sign (EPPS), is introduced in this article. This model focuses on members of the deaf community directly training first responders using a variety of techniques for effective communication and cultural understanding to achieve safety for all. This model was developed and field tested by a university Deaf Studies program through student service-learning activities and faculty involvement including on-site role-playing. Through the reciprocal awareness training for both professionals and community members, deaf individuals become actively empowered to participate in developing culturally and linguistically sensitive public safety services. Response to the concurren...
DESCRIPTION Deaf Studies Today Conference Proceedings Abstract: Service-Learning is a form of aca... more DESCRIPTION Deaf Studies Today Conference Proceedings Abstract: Service-Learning is a form of academic civic engagement which can lead to the development of skills for students, social welfare benefits for deaf people in the community, and the potential for broader social change. In this paper, the authors introduce the concept of Service-Learning as a form of civic engagement, describe the history of the implementation of a Service-Learning course in Deaf Studies, make suggestions for addressing the challenges presented by this new type of reciprocal pedagogy, and summarize the results of a preliminary research study on student attitudes toward Service-Learning. Through Service-Learning, Deaf Studies students apply their knowledge and skills to provide social services to deaf people who sign. As a result of this experience, the Deaf Studies students contribute to the university’s mission to serve the community, develop their own skills, and exemplify the benefits of civic engagement.
e pedagogy of Service-Learning is a new addition to the eld of Deaf Studies. As a new and non-tra... more e pedagogy of Service-Learning is a new addition to the eld of Deaf Studies. As a new and non-traditional course, the implementation of a Deaf Studies Service-Learning course is a challenging task. One challenge is to develop several multi-directional relationships between the faculty member, students, deaf consumers, and community partners from deafrelated rehabilitation agencies. Another issue is addressing the major challenges identi ed in the Service-Learning literature. Utilizing recommendations made by an experienced faculty member, these challenges are surmountable. is combination of in-class and outof-class pedagogy enriches Deaf Studies students' learning experience serving the deaf consumers in "real world" settings.
Current website designs typically do not include sign language interpretation for deaf people. As... more Current website designs typically do not include sign language interpretation for deaf people. As a result, many deaf people lack access to critical information on the internet. A pilot study gathered input from deaf adults in one community to identify designs providing best access to information on the internet. The study included four different web design choices: (1) English text, spoken English, and captions; (2) shadowbox-format interpretation of print text and embedded signed language interpretation of video action; (3) thumbnail-sized sign language interpretation of video action; and (4) thumbnail-sized interpretation of the printed text and embedded sign language interpretation of the video action. A mixed research design was used. After demonstrations, deaf participants were surveyed and interviewed to identify which web designs were the most welcoming and provided the best opportunity for comprehension. The outcome suggested that deaf participants relied on signed language...
urveys of sign language programs in institutions of higher education in the United States, conduc... more urveys of sign language programs in institutions of higher education in the United States, conducted in 1994 and 2004, are compared to reveal changes over time. Data are presented concerning the institutional environment of programs, program administrators, and instructors. Institutions examined in 2004 were on average 5 years older than those examined in 1994. More institutions accepted sign language for general education and foreign language requirements. Program administrators in 2004 were more likely to have primary duties as teachers rather than administrators, and to have greater understanding of the subject matter. Faculty in 2004 had more education and teaching experience. Full-time faculty showed increases in the proportion who were Deaf and the proportion who were in tenure-track positions. Program staff size increased. Overall, evidence indicates that sign ianguage has become more accepted as an academic discipline and that programs are more entrenched at their institutions.
Deaf individuals who use American Sign Language (ASL) are rarely the focus of professionals in sp... more Deaf individuals who use American Sign Language (ASL) are rarely the focus of professionals in speech-language pathology. Although society is widely thought of in terms of those who speak, this norm is not all-inclusive. Many signing individuals exhibit disorders in signed language and need treatment much like their speaking peers. Although there is validation of the existence of disorders in signed language, provisions for signed language therapies are rare. Spoken language bias is explored with a focus on the concerning history of therapies provided for spoken language only. This article explores attitudes regarding ASL along with how signed language reading can help identify and treat language learning disabilities among deaf children. Addressing the topic of signed language disorders aims at meeting the needs of individuals who are deaf, which could lead to professional training and treatment options in signed language pathology (e.g., aphasia, stuttering).
Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print o... more Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print on Palm; Tadoma; Small Sign Language; Tactile Sign Language; Tactile Fingerspelling; FingerBraille; Alphabet Glove; Alphabet Card; Braille Alphabet Card; Tellatouch; TeleBraille and Braille Tape. Includes illustrations. VIEWS, vol.14, #11, December 1997, p.
... colleagues in this field. Dr. Vera Follain-Grisell of Gallaudet's Department of Administ... more ... colleagues in this field. Dr. Vera Follain-Grisell of Gallaudet's Department of Administration ... College, MD), Edgar Shroyer (University of North Carolina, Greensboro), William Newell (NTID), and AliceSykora (Northeastern University) graciously agreed to pilot-test my ...
Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print o... more Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print on Palm; Tadoma; Small Sign Language; Tactile Sign Language; Tactile Fingerspelling; FingerBraille; Alphabet Glove; Alphabet Card; Braille Alphabet Card; Tellatouch; TeleBraille and Braille Tape. Includes illustrations. VIEWS, vol.14, #11, December 1997, p.
Contemporary issues in communication science and disorders, Oct 1, 2016
This study surveyed graduate students of speech-language pathology to determine their awareness o... more This study surveyed graduate students of speech-language pathology to determine their awareness of signed language disorders, opening the door to a possible discussion of the need for signed language pathology, including the potential for future signing-based diagnoses and therapies. Method: Thirty-two graduate speech-language pathology students completed a questionnaire identifying (a) their attitudes toward the use of signed language, (b) their awareness of signed language disorders, (c) opportunities for treatment in signed language, and (d) a need for this type of training in graduate education. Results: The majority of the students recognized American Sign Language as a human language; however, respondents lacked prior knowledge of the existence of organic disorders that could impact T
Second language (L2) learning has largely occurred in the traditional lecture-based classroom set... more Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one controlled (traditional) and one experimental (inverted) advanced ASL class in a post-secondary setting. Results suggest that the inverted pedagogy is ...
Contemporary Issues in Communication Science and Disorders, 2016
This study surveyed graduate students of speech-language pathology to determine their awareness o... more This study surveyed graduate students of speech-language pathology to determine their awareness of signed language disorders, opening the door to a possible discussion of the need for signed language pathology, including the potential for future signing-based diagnoses and therapies. Method: Thirty-two graduate speech-language pathology students completed a questionnaire identifying (a) their attitudes toward the use of signed language, (b) their awareness of signed language disorders, (c) opportunities for treatment in signed language, and (d) a need for this type of training in graduate education. Results: The majority of the students recognized American Sign Language as a human language; however, respondents lacked prior knowledge of the existence of organic disorders that could impact T
The concept of the "whole community" involves including everyone in the community in pr... more The concept of the "whole community" involves including everyone in the community in preparing for emergencies, including members of often-overlooked groups. Deaf people who sign are one example of this type of group. An innovative model based on the whole community approach, Emergency Preparedness with People Who Sign (EPPS), is introduced in this article. This model focuses on members of the deaf community directly training first responders using a variety of techniques for effective communication and cultural understanding to achieve safety for all. This model was developed and field tested by a university Deaf Studies program through student service-learning activities and faculty involvement including on-site role-playing. Through the reciprocal awareness training for both professionals and community members, deaf individuals become actively empowered to participate in developing culturally and linguistically sensitive public safety services. Response to the concurren...
DESCRIPTION Deaf Studies Today Conference Proceedings Abstract: Service-Learning is a form of aca... more DESCRIPTION Deaf Studies Today Conference Proceedings Abstract: Service-Learning is a form of academic civic engagement which can lead to the development of skills for students, social welfare benefits for deaf people in the community, and the potential for broader social change. In this paper, the authors introduce the concept of Service-Learning as a form of civic engagement, describe the history of the implementation of a Service-Learning course in Deaf Studies, make suggestions for addressing the challenges presented by this new type of reciprocal pedagogy, and summarize the results of a preliminary research study on student attitudes toward Service-Learning. Through Service-Learning, Deaf Studies students apply their knowledge and skills to provide social services to deaf people who sign. As a result of this experience, the Deaf Studies students contribute to the university’s mission to serve the community, develop their own skills, and exemplify the benefits of civic engagement.
e pedagogy of Service-Learning is a new addition to the eld of Deaf Studies. As a new and non-tra... more e pedagogy of Service-Learning is a new addition to the eld of Deaf Studies. As a new and non-traditional course, the implementation of a Deaf Studies Service-Learning course is a challenging task. One challenge is to develop several multi-directional relationships between the faculty member, students, deaf consumers, and community partners from deafrelated rehabilitation agencies. Another issue is addressing the major challenges identi ed in the Service-Learning literature. Utilizing recommendations made by an experienced faculty member, these challenges are surmountable. is combination of in-class and outof-class pedagogy enriches Deaf Studies students' learning experience serving the deaf consumers in "real world" settings.
Current website designs typically do not include sign language interpretation for deaf people. As... more Current website designs typically do not include sign language interpretation for deaf people. As a result, many deaf people lack access to critical information on the internet. A pilot study gathered input from deaf adults in one community to identify designs providing best access to information on the internet. The study included four different web design choices: (1) English text, spoken English, and captions; (2) shadowbox-format interpretation of print text and embedded signed language interpretation of video action; (3) thumbnail-sized sign language interpretation of video action; and (4) thumbnail-sized interpretation of the printed text and embedded sign language interpretation of the video action. A mixed research design was used. After demonstrations, deaf participants were surveyed and interviewed to identify which web designs were the most welcoming and provided the best opportunity for comprehension. The outcome suggested that deaf participants relied on signed language...
urveys of sign language programs in institutions of higher education in the United States, conduc... more urveys of sign language programs in institutions of higher education in the United States, conducted in 1994 and 2004, are compared to reveal changes over time. Data are presented concerning the institutional environment of programs, program administrators, and instructors. Institutions examined in 2004 were on average 5 years older than those examined in 1994. More institutions accepted sign language for general education and foreign language requirements. Program administrators in 2004 were more likely to have primary duties as teachers rather than administrators, and to have greater understanding of the subject matter. Faculty in 2004 had more education and teaching experience. Full-time faculty showed increases in the proportion who were Deaf and the proportion who were in tenure-track positions. Program staff size increased. Overall, evidence indicates that sign ianguage has become more accepted as an academic discipline and that programs are more entrenched at their institutions.
Deaf individuals who use American Sign Language (ASL) are rarely the focus of professionals in sp... more Deaf individuals who use American Sign Language (ASL) are rarely the focus of professionals in speech-language pathology. Although society is widely thought of in terms of those who speak, this norm is not all-inclusive. Many signing individuals exhibit disorders in signed language and need treatment much like their speaking peers. Although there is validation of the existence of disorders in signed language, provisions for signed language therapies are rare. Spoken language bias is explored with a focus on the concerning history of therapies provided for spoken language only. This article explores attitudes regarding ASL along with how signed language reading can help identify and treat language learning disabilities among deaf children. Addressing the topic of signed language disorders aims at meeting the needs of individuals who are deaf, which could lead to professional training and treatment options in signed language pathology (e.g., aphasia, stuttering).
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