No Limits is designed as a textbook for use in programs preparing teachers to meet the educational needs of students who are deaf and hard of hearing. The information will also benefit practicing teachers and other professionals in the field of deaf education. Applicable for educators of the deaf at all grade levels, this resource examines an array of teaching skills, including enhancing comprehensible communication, selecting instructional models, teaching learning strategies, and increasing student motivation.
Ann Silver: One Way, Deaf Way gives you entry into the life and art of an incredible woman who has done much with her life. She has traveled the world. She has met several presidents and prime ministers. She has charmed her way into situations and into places few would imagine possible for anyone. To say that she is a remarkable person is to miss the mark. While barely 20 and an undergraduate, along with a few others, she started the Deaf Art Movement. By 25 her artwork had been published in over 10 books. By 40 she had created an international symbol of sign language interpreting, and had her design work published on over 2000 book covers. By 45, after rededicating her life to studio art, she had completed over 150 pieces and defined a new art genre: Deaf Pop Art. She has taken more photographs of famous people using the ILY sign than most people can name. This book is an art biography because it is about her art, but it is also about her life. It reads in chronological format, starting with her birth and leads the reader through various stages in her life and artwork up to the present.
I Can Count to Ten in ASL, English and Spanish!Puedo contar hasta diez en ASL, Inglés y Español! is a dynamic educational book to assist children to learn their numbers to ten. Designed to help children who are hearing or deaf learn to count by using a trilingual approach that takes into account child development principles. Each number is presented with the numeral, the word for the number printed in English and Spanish and a photograph of the number in American Sign Language (ASL). The directions are also written in English and Spanish to help guide the child.
"I sat in meeting after meeting listening to Max's teachers say 'What a joy it is to have Max in my class.' They talked about this little boy always smiling and a delight to teach. Two years later these same teachers said we can't educate Max. Then the District wanted to toss Max aside after wasting two years of his education with no real plan. I should have known there was something wrong when Max said to one of his teachers 'I don't want to come here anymore. Nobody likes me. I have no friends.' Alienated and pushed aside from the moment Max entered the District it was heartbreaking to watch and wonder what was to become of Max. Fear overcame me; scared Max would be forever lost in an educational system unable to teach him. It became my life's mission to fix the wrong that was done to Max. I was plunged into the fight of my life against a cutthroat District more focused on penny-pinching than educating. Never was I more afraid of failure, knowing Max's education was on the line and even more disheartening was the knowledge that if I lose my son pays the ultimate price."--Back cover
Kiefer and Friends is a story about a Border Collie born deaf that shows the world that all dogs can lead a happy life even if they are living with a disability. The book also teaches people not to judge others by the way they look. You will meet some incredible dogs and learn about the different things they like to do. You will also learn some sign language.
There is something very special about my dog Keifer...he is a Border Collie and was born deaf! Keifer wants to tell you all about himself and teach you how to talk to him using your hands. Follow him throughout his day and learn about what makes him truly special.
Deaf and hard of hearing students are often placed in mainstream educational settings in accordance with the Individuals with Disabilities Education Act (IDEA). Many of these students succeed in what's considered the Least Restrictive Environment of the mainstream. Or do they? Madness in the Mainstream is a rare account of what goes on behind the scenes. Deaf author Mark Drolsbaugh pulls no punches as he reveals the consequences of life in the mainstream for deaf and hard of hearing students.
Are you setting up a Deaf ministry and have no idea where to start? Do you currently serve in a Deaf ministry that could use some restructuring? This workbook accompanies the book to address every facet of Deaf ministry from its conception to its production of disciples for the Kingdom of God.
As individuals use the book and supporting workbook and apply its principles, they will see their ministry move from survival...to stability...to success...to significance, and become a model 21st century Deaf ministry.
Overall, the book maintains that a balanced instructional framework is the most judicious approach to maximize literacy outcomes for students who are deaf and hard of hearing.
For Hearing People Only: Student’s Workbook can be used for either self-guided instruction or in conjunction with a formal high-school or college course. Each workbook chapter, keyed to a book chapter, contains:
• five multiple-choice questions
• five true/false questions
• five fill-in-the-blanks statements
• two or more essay questions
Sign language interpreters often offer the primary avenue of access for deaf and hard of hearing students in public schools. More than 80% of all deaf children today are mainstreamed, and few of their teachers sign well enough to provide them with full access. As a result, many K-12 interpreters perform multiple roles beyond interpreting. Yet, very little is known about what they actually do and what factors inform their moment-to-moment decisions. This volume presents the range of activities and responsibilities performed by educational interpreters, and illuminates what they consider when making decisions.
To learn about the roles of K-12 interpreters, author Melissa B. Smith conducted in-depth analyses at three different schools. She learned that in response to what interpreters feel that their deaf students need, many focus on three key areas: 1) visual access, 2) language and learning, and 3) social and academic participation/inclusion. To best serve their deaf students in these contexts, they perform five critical functions: they assess and respond to the needs and abilities of deaf students; they interpret with or without modification as they deem appropriate; they capitalize on available resources; they rely on interactions with teachers and students to inform their choices; and they take on additional responsibilities as the need arises.
This volume brings together a cadre of world-renowned interpreting educators and researchers who conduct a rich exploration of paradigms, both old and new, in interpreter education. They review existing research, explicate past and current practices, and call for a fresh look at the roots of interpreter education in anticipation of the future. Expert commentary accompanies each chapter to provide a starting point for reflection on and discussion of the growing needs in this discipline.
Volume coeditor Christine Monikowski begins by considering how interpreter educators can balance their responsibilities of teaching, practice, and research. Her chapter is accompanied by commentary about the capacity to “academize” what has been thought of as a semi-profession. Helen Tebble shares research on medical interpreting from an applied linguistics perspective. Terry Janzen follows with the impact of linguistic theory on interpretation research methodology. Barbara Shaffer discusses how interpreting theory shapes the interpreter’s role. Elizabeth A. Winston, also a volume coeditor, rounds out this innovative collection with her chapter on infusing evidence-based teaching practices into interpreting education. Noted interpreter educators and researchers also provide an international range of insights in this collection, including Rico Peterson, Beppie van den Bogaerde, Karen Bontempo, Ian Mason, Ester Leung, David Quinto-Pozos, Lorraine Leeson, Jemina Napier, Christopher Stone, Debra Russell, and Claudia Angelelli.
The difficulty that deaf and hard of hearing students have in attaining language and literacy skills has led to postulations that attribute their struggle to a developmental deficit. Recent research reveals, however, that deaf students acquire language structures, produce errors, and employ strategies in the same fashion as younger hearing students, though at later ages. The ability of all students to learn language and literacy skills in a similar manner at different stages forms the foundation of the Qualitative Similarity Hypothesis (QSH).
This volume describes the theoretical underpinnings and research findings of the QSH. It presents the educational implications for deaf and hard of hearing children and offers reason-based practices for improving their English language and literacy development. This collection also stresses the critical importance of exposing educators to the larger fields of literacy and second-language learning. Providing this background information expands the possibility of differentiating instruction to meet the needs of deaf students. Deaf Students and the Qualitative Similarity Hypothesis includes commentary on the QSH for both first- and second-language English learners and reflects on how the QSH can effect a better future for all language students.
Remarkable performances by Marlee Matlin and William Hurt helped make Children of a Lesser God one of the most critically acclaimed films of 1986. The movie is a love story based on the hit Broadway play about John Leeds, an idealistic special education teacher, and a headstrong Deaf girl named Sarah. At first, Leeds sees Sarah as a teaching challenge. But soon, their teacher/student relationship blossoms into a love so passionate it shatters the barrier of silence that keeps them apart.
Lessons for the self-teaching of Cued Speech to people with hearing loss.
This is a series of 24 lessons on DVD and a manual especially for paraeducators, teacher’s aides, and teachers that features skills and strategies for communicating effectively with young children who have special needs with a focus on children who are sensory impaired. Topics include recognizing and responding to communication signals, building communication into daily routines, interactive turn-taking, active vs. passive communication, choice-making, using calendar systems, encouraging peer interaction, and more. Each topic has a laminated card with lesson tips.
Historical and archival video/film clips from people, places and events sponsored by the Tennessee School for the Deaf (TSD) in Knoxville, TN and/or its alumni.
Tape 1 28 min.
-Lightning Cartoons by Floyd Gorman
-Winter Snow Scenes at TSD- Feb.15,1936
Tape 2 37 min.
-Odds & Ends (TSD Activities)- 1931,1932, 1934 & 1940
-TSD/KY Game at Centre College Stadium in Danville-Oct. 31,1936
-“Rock of Ages” in ASL by: Mrs. J.B. Chandler of Knoxville
Tape 3 64 min.
-1931-1988 TSD Homecoming Events
-1991 TSD Homecoming Events
-1992 TSD Homecoming Program
Tape 4 71 min.
-A Documentary of TSD, Feb. 3&6 1989 by E. Conley Akin, Historian
Tape 5 75 min.
-Interviews with TSD Alumni at the 1993 Homecoming for use with the 150th Anniversary Celebration. Oct. 2,1993
Tape 6 81 min.
-1993 TSD Homecoming Events in Knoxville October 2,1993
Tape 7 105 min.
-1994 TSD 150th Year Celebration Kickoff in Knoxville: Fri. Oct. 21,1994 & Sat. Oct. 22,1994
Tape 8 39 min.
-Convention-TN Association of the Deaf (TAD): Chattanooga, July 4-7,1934
-Convention of TAD on TSD Campus, Knoxville, Sept. 2-4,1937
-Convention of TAD at Hotel Whittle Springs near Fountain City (1947)
-Convention of TAD at Patten Hotel in Chattanooga (1950)
Tape 9 100 min.
-1995 TSD 150th Year Celebration Program in Knoxville
-TSD Dining Hall-Reception
Tape 10 51 min.
-Howa Club of the Deaf in Bluff City, TN Sept.12,1936
-TAD Convention Scenes in Nashville,1940
-TAD Convention in Chattanooga
-Numerous TAD Events in 1949
-TAD Picnic 1950-59
-TAD Physical Education & Football Drills 1960 & 1961
-TAD Plays 1963 & 1973
A series of instructional Signed English videos based on the sign system used at the Tennessee School for the Deaf in Knoxville, TN. There are 12 Units in the series with two tapes per Unit: Lessons 1-4 and Lessons 5-8. Placement review tapes covering Units I-IV; V-VIII; and IX-XII serve as reviews of the signs previously taught. *Accompanying Handouts Are Available For Each Unit.
Rex Lowman’s series of 200 sign language practice tests each consisting of 25 signed sentences for self-testing of receptive sign language skills. A minimum level of proficiency in Signed English is needed to begin the series. Each tape becomes increasing more difficult than the previous one.
(Answer sheets are available.)
Rex Lowman’s series of more than 200 practice paragraph tests are signed with pauses between each paragraph for self-testing of receptive sign language skills. The series provides good practice in reading fingerspelling. A minimum level of proficiency in Signed English is needed to begin the series. Each tape is increasingly more difficult than the previous one.
Answer sheets are available.)
Lessons for the learning and practice of Cued Speech by hearing people. Uses hand cues with lip movement and phonetic spelling.
This video series, “ASL for Families” is a set of 5 DVDs composed of 37 lessons designed to correspond with and reference the ASL lessons found in the SKI-HI produced Deaf Mentor Curriculum, which is available but not required. Each lesson features an ASL concept, presentation of vocabulary and practice sentences. The tapes are designed to provide instructional support and practice to families as they learn ASL concepts from their Deaf mentor, but can also be used by anyone learning ASL.
Video 1 81 min.
Grammatical and emotive aspects of facial expressions, basic declarative statements, asking yes/no questions, changing statements to questions, asking a wh-question, directional verbs, showing courtesy, showing possession, presence of objects with the verb ‘have’ and the correct usage of ‘no’.
Video 2 78 min.
Qualities and attributes, ASL word order: topic-comment, ASL word order: Noun-adjective, ASL word order: three signs or less, ASL word order: subject-verb object, use of space, referring to persons and places, using pronouns, possessive pronouns, facial expression, showing different meaning using facial expression and sign expression.
Video 3 78 min.
Fingerspelling, loan signs, temporal aspect of ASL, movement of a sign showing the amount of time in an activity, adjective/adverb modulation, use of classifiers, pronomial classifiers, the time line in ASL.
Video 4 55 min.
ASL word order: time indicators, cardinal number system and quantifiers, ordinal number system, unique number system, plurality: how to show more than one.
Video 5 32 min.
Number incorporation, showing past tense in ASL, future tense in ASL, ASL word order: time sequence principle, using conceptually accurate signs.
Facts about AIDS are presented in an easily understood story format. What is AIDS? How is AIDS acquired? How is AIDS transmitted? What can you do to protect yourself from AIDS? All of these questions and more are addressed in this specially produced program for Deaf people.
This video tape presents very candid and heart-felt comments and discussions from parents about their children who are deaf. They share insight about how important it was to learn about deafness and deaf culture and what it meant being able to participate in the Deaf community. The video is shown two times on the DVD, first in English then in Spanish.