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American Sign Language: Dances with Words
Transcript of American Sign Language: Dances with Words
American Sign Language
Dances with Words
-Geronimo Cardano. --Proclaimed deaf people could be taught to understand written combinations of symbols.
-Founded first free school for deaf people.
-Abbe Charles Michel de L’Epee of Paris
-Gallaudet founded nation's first school for deaf people.
-Founding of Gallaudet College
Dances with Words
-"Subject" + "Predicate" sentence structure.
- For example: "I am a teacher," could be signed:
- "I Teacher I"
- "I Teacher"
- "Teacher I"
- Sentence without "be" verbs
-"I am a teacher" ="Teacher Me".
-Drop “am” and instead nod your head.
- Changing "teach" to "teacher"
-Teach + Person = Teacher
-Add an "Agent" affix.
-Sign teach, but then you add a handshape to the end of the sign.
The Deaf Community
-Deaf and hard of hearing individuals
-Share common language, experiences, values and ways of interacting with hearing people.
-Preferred language is ASL
1.Making eye contact.
-Very important for effective communication.
-Hand waving is most common or the occasional tapping on the shoulder.
3.Meeting others within the Deaf community.
-There is a common interest.
-The traditions of the Deaf community are a direct reflection of their cultural values.
- Many of their traditions include face-to-face communication.
Sign Your Name
-Phonological properties of ASL involve manual articulation and movement that are salient to the visual system.
Four phonological features
ASL and Hearing Children
-ASL used as a tool when teaching hearing children
-Intellectual and Developmental Disabilities cause impairments in communication
-Educational and Social Benefits in learning ASL
-Represent mental pictures
-Formations of synapses
-Enhances activity on both sides of brain
-Make learning connections and retrieve information
Signing Increases Brain Activity
ASL is Iconic
Children with Special Needs
-Acquisition of language skills at a slower pace
• Language is being used in different discourses
• Kindergarten- 3rd grade are learning to read but after 3rd grade, reading to learn
Deaf/Hard of Hearing:
• Vocabulary development does not parallel with that of a hearing student
• Struggle with understanding abstract concepts in language
• Tend to make more grammatical errors
-ASL is a constructive technique to aid in development of language and communication skills
- Signing does not interfere with speech development
-Supports speaking skills
-Effective when family engages with child
Middle and High School
-Teachers assume students have mastered language by this point
-Plays huge role in all subjects
-Writing skills are emphasized
-Preparing for adult roles and responsibilities
Deaf and Hard of Hearing Children in the Mainstream
Individuals with Disabilities in Education Act
IDEA: integration of students who are deaf and hard of hearing into classrooms with hearing students
• Trying to foster speech and hearing skills before full integration into American (hearing) society
• Unintentionally caused ASL and American Deaf community to be mainstreamed into the system
• IEP for D/HH students includes schedules, coursework, and benchmarks
• Increased placement of deaf and hard of hearing students in general education classrooms
Countering Negative Impact of IDEA
• 1980’s Memorandum of Understanding based on report by Dr. Frank Bowe and his 51 recomendations
• 1997 Reauthorization of IDEA
• 1999 Reauthorization of IDEA
ASL as a foreign language
• Somewhat dependent upon other outside factors
Daniels, M. (2001). Dancing with words signing for hearing children's literacy. Westport, CT: Greenwood Publishing Group, Inc.
Mashie, J., Moseley, M. J., Lee, J., & Scott, S. M. (2006). Enhancing communication skills of deaf and hard of hearing children in the mainstream. Clifton Park: Thomson Delmar Learning.
(People of the Deaf community). (2012-2013). Cochlear war: The battle between deaf pro-imlants and deaf community advocates. Retrieved from http://www.cochlearwar.com/forum/deaf_view.html
Rosen, R. (2006). Disability studies quarterly . Retrieved from http://dsq-sds.org/article/view/685/862
Sherman, J. (2001). Signing for Success: Using American Sign Language to Learn Sight Vocabulary. SRATE Journal, 20(2), 31-38.
Stamps, F. C. (2013). Deaf culture and community. Retrieved from www.tobermorey.com
Toth, A. (2009). Bridge of Signs: Can Sign Language Empower Non-Deaf Children to Triumph over Their Communication Disabilities?. American Annals Of The Deaf, 154(2 [Supplement]). 85-95. doi:10.1353/aad.0.0084
(2013). Department of modern and classical language studies. Retrieved from http://www.kent.edu/mcls/languageprograms/asl/deaf-community-definition.cfm
Rod R. Butterworth and Mickey Flodin (1995). The Perigee Visual Dictionary of Signing. http://www2.uic.edu/stud_orgs/cultures/daa/ASLHistory.html
Dr. Bill Vicars (2005). American Sign Langauge University. http://lifeprint.com/asl101/pages-layout/syntax.htm
Myths About The Deaf Community
-ASL is universal. People from overseas and people from America get together and can instantly understand each other.
-All Deaf people can read lips, and as long as I speak distinctly and look at them, they will always understand every word I have to say.
-All Deaf people were taught to speak in school using an easy process where each letter has a mouth shape they learn, and then they’re good to go.
-Deaf people don’t want to be Deaf, they are hoping for some miracle cure that will make them hear.
-Deaf people can’t drive a car.
-Sign names can only be given to you by someone who is deaf or hard or hearing.
Switched at Birth
Why Do We Need IDEA?
-Deaf/Hard of Hearing: still working on language skills•
-May need direct speech-language intervention•
-Language delays are starting to affect the whole child
-Self-esteem and psychosocial development
Deaf vs. Hard of Hearing Children
Deaf refers to individuals whose primary acess to communication is through their vision.
Hard of Hearing refers to individuals whose primary acess to communication is through audio alone or audio and vision combined.