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COURSE SYLLABUS EDUCATION AND REHABILITATION OF

DEAF AND HARD-OF-HEARING INDIVIDUALS

Dr. Kathryn Kreimeyer Virtual Office Hours: kreimeye@d2l.arizona.edu Mon. – Th. 1:00 to 2:30 pm Phone: 520-626-4322 and by appointment Ms. Kendra Benedict Course Number: SERP 430/530 kbenedict@d2l.arizona.edu Credit Hours: 3 Phone: 602-319-4727

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

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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 past-to-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

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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 Topic Week 1

June 8 Introduction to On-Line Learning and One Another

June 9 Newborn Hearing Screening

June 10 Parental Response to the Identification of Hearing Loss

June 11 Early Intervention

June 12 Children with Hearing Loss and Additional Disabilities

Week 2

June 15 The Hearing Process, Etiology and Prevalence

June 16 Amplification and Technological Tools

June17/18 Communication Options

June 19/22 Initial Communication Development and the Process of Language Acquisition

Week 3

June 23 Deaf Culture and American Sign Language

June 24 Legal Issues

June 25 Cochlear Implants

June 26 Hard-of-Hearing Children

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Week 4

June 29 Educational Options

June 30 Literacy

July 1 Intellectual Functioning and Academic Achievement

July 2 Social Behavior and Peer Interaction

July 3 4th of July Holiday Week 5

July 6/7 Inclusion Issues – Interpreters

July 8 Post-Secondary Education and Employment

July 9 Final Examination

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.

Introduction to course and on-line learning

Syllabus Course Procedures D2L Help Pages Marschark, M. Ch 1 A Deaf Child in the Family pp. 3 - 25

2. Tues. Newborn Hearing Screening

Marschark, M. Ch. 2 Practical Aspects of Being Deaf pp. 38-41 Herer, G. (2007). Universal

Instructor Podcast

http://www2a.cdc.gov/podcasts

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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/resources/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.

/player.asp?f=5834

http://www.infanthearing.org/videos/arizona.html

http://www.infanthearing.org/videos/coloradohearingfoundation.html#c

http://www.aznewborn.com/http://www.babyhearing.org/HearingAmplification/NewbornScreening/index.asp

http://www.aznewborn.com/http://www.aznewborn.com/newbrnscrn_parents.htm

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 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

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/Parent2Parent/index.asp 1. “Coping with the Diagnosis: Parent Views” 2. Successes: Great and Small 3. What Does the Future Hold?

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knowing early and their expectations of child communication development. Journal of Deaf Studies and Deaf Education, 12(2), 209-220. Optional: Meadows –Orlan,K., Mertens, D., Sass-Lehrer, M., (2003). Parent to parent: Do what’s best for your child. In K. Meadow-Orlans, D. Mertens, M. Sass-Lehrer. Parents and their deaf children. (139-157). Washington DC: Gallaudet University Press.

4. Thurs. Early Intervention

Sass-Lehrer, M. & Bodner-Johnson, B. (2003): Early intervention: Current approaches to family-centered 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_idea.html 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

DVD - Hear the Difference (2004). 9-minute overview of identification and early intervention. Order free through www.oraldeafed.org http://www.babyhearing.org/Parent2Parent/professionals/index.asp Working with Professionals (can skip “Breaking the News”)

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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. 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

5. Fri. Children with Hearing Loss and Additional Disabilities

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-of-hearing child. (297-329). Washington DC: Gallaudet University Press. 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.

http://clerccenter.gallaudet.edu/infotogo/141.html http://www.handsandvoices.org/articles/education/advocacy/to_whom.htm

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/consumer/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/Dys-synchrony. 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.

3. Hearing Loss Demos

http://www.babyhearing.org/HearingAmplification/HearingLoss/index.asp

1. How the Ear Works 2. Types of Loss 3. What is an Audiogram?

(simulations here)

http://www.babyhearing.org/HearingAmplification/Causes/index.asp http://www.cdc.gov/cmv/index.htm information on Cytomegalovirus (CMV) http://www.audibel.com/understanding/simulator_flash.html visual demonstration of hearing process

7. Tues Amplification and Technological Tools

Marschark, M. Ch. 2 Practical Aspects of Being Deaf pp.41-49, 56-60. 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.cdc.gov/ncbddd/ehdi/CDROM/hearing_loss/options_tech.html

http://www.listen-up.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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Oxford University Press.

8 & 9 W/Th

Communication Choices

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

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/ehdi/CDROM/building/index.html 1. Building Languages 2. Family Decision Making

10 & 11 Fri/Mon

Initial Communication Development and the Process of Language Acquisition

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.babyhearing.org/LanguageLearning/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?pid=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 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.

ure.cfm

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-of-hearing. http://www.handsandvoices.org/articles/GoOn/V10-1_idea04.htm Johnson, C. and Seaver. L. (2006). 2004 IDEA: Final regulations finally here! http://www.wrightslaw.com/idea/art/10.tips.steedman.pdf Steedman, W. (2005). 10 Tips: How to use IDEA 2004 to improve your child’s special education. Optional http://www.nad.org

14. Thurs Cochlear Implants

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

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/content/Academic/SERP/SSI07/SERP430_530_001/Kreimeyer/readings/CochlearImplantsNIHFactSheet.pdf Graduate Students: http://www.colorado.edu/slhs/mdnc/research/publications/itano.html Yoshinaga-Itano, C. (2002) Cochlear implantation below 12 months of age: Challenges and considerations. In S. Gillis (Ed.). Antwerp Papers in Linguistics, 102. Optional: 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

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/V8-4_soundfury.htm tp://www.pbs.org/wnet/soundandfury/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/story/story.php?storyId=6253708 Interview on National Public Radio with “Sound and Fury” film producer, Josh Aronson, Heather Artinian, and her father Peter. Heather was 13 years of age at the time of the interview. http://clerccenter.gallaudet.edu/CIEC/conference-proceedings.html Proceedings from a 2002 Gallaudet sponsored conference on cochlear implants and sign language. http://www.healthyhearing.com/library/article_content.asp?article_id=234 Nussbaum,D. & Scott,S. (2004) Children with Cochlear Implants: Where Does Sign Language Fit In?

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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/resources/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 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

15. Fri Hard-of-Hearing Children

Rushmer, N. (2003). The hard-of-hearing child. In B. Bodner-Johnson & 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.

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.listen-up.org/oral/pam1.htm Managing the mainstream: Monitoring the environment, the child, the team. http://www.shhh.org/learn/nixonmj02.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 295-318. 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.

http://www.babyhearing.org/LanguageLearning/GettingReady/index.asphttp://www.babyhearing.org/LanguageLearning/GettingReady/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

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.

http://www.babyhearing.org/LanguageLearning/ReadWithMe/index.asp - read all the links under this section

http://www.babyhearing.org/LanguageLearning/GettingReady/index.asphttp://www.babyhearing.org/LanguageLearning/GettingReady/index.asp 1. Early Preparation for Later School Experience 2. Literate Home Environments 3. Shared Goals for Home and School

http://clerccenter.gallaudet.edu/literacy/srp/index.html Shared Reading Project

Optional: http://clerccenter.gallaudet.edu/KidsWorldDeafNet/e-docs/Keys/see.html Visual Phonics

18. Wed

Intellectual Functioning and Academic

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

http://www.babyhearing.org/LanguageLearning/BuildConcepts/index.asp Building Concepts – all

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Achievement 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-of-hearing children. Journal of Deaf Studies and Deaf Education, 5:2, 174-185. Schirmer, B. (2001). Psychological, social and educational dimensions of deafness. Boston, MA: Allyn and Bacon. (pp. 97-118). 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. 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.

of the segments under this topic. http://www.handsandvoices.org/articles/education/ed/cognition.html “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.

19. Fri Social Behavior and Peer Interaction

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.html “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

begins with the question, “What other impacts did you find?”

http://www.handsandvoices.org/articles/SocEmot/V9-4_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.

20/21 Fri/Mon

Inclusion issues

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

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:

http://www.rit.edu/~classact/ The NTID Class Act website

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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 post-secondary 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:

SERP 430/530 Summer 2009

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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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.

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

23. Wed. August 8

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

Graduate Points

Intro/D2L Email/Student Info Form (10 points each)

30 30

Discussions (12 @ 10 points each) 120 120

Discussion Summaries (3 @ 20 points each) 60

Hearing Process Quiz 20 30

Communication Options Listening Guide 15 15

Language: Using Developmental Milestones to Set Goals Listening Guide

15 15

Communication Options Power Point or Brochure

100 100

Educational Options Observation & Summary

100 100

Reflective Paper (Graduate Students) 100

Final 100 100

Total Points 500 670

SERP 430/530 Summer 2009

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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Grade Percentage Undergraduate Points Graduate Points A = 90 -100% 450-500 603-670

B = 80 – 89% 400-449 536-602

C = 70 – 79% 350-399 469-535

D = 60 – 69% 300-349 402-468

F = < 60% < 300 < 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