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.
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.
Shows and tells deaf persons what to do if they are victims or witnesses of a crime. Explains the legal process from the post-crime report to trial and urges the deaf person to give the police as much help as possible.
Welcome Aboard: Gives practical suggestions to teachers for modifying techniques to include deaf students in classes and answers many general questions about deafness.
The Invisible Barrier: This videotape presents some of the problems, frustrations and pleasures in the day of a deaf professional couple coping with the hearing world. The point is made that both deaf and hearing people must work to overcome the resistance and ignorance of hearing people. Deaf people can do anything, except hear! The captioning is for hearing audiences who don’t understand sign language.
Basic signs and law-enforcement related signs are presented. Practice sentences are also given in a Pidgin Sign Format. Designed as a training aid to improve communication between officers and deaf citizens. Part 2: Medical Signs II; Vocabulary Quiz; Police Signs; Parking & Traffic Enforcement, I & II; Descriptions I. Part 3: Verbs II; Time Sings, I & II; Miscellaneous; Sentences I. Part 4: Sentences IV, V, VI and Quizzes.
Considerable research has explored the most effective strategies used by deaf parents and teachers for reading to deaf children. Based on those studies and direct observations by the author, the fifteen principles outlined in *the accompany manual and vividly demonstrated on the videotape are a guide for parents and teachers who want to promote literacy, and share the pleasure of reading with the deaf and hard of hearing children.
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.
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.
K-12 and post-secondary interpreter, Maureen Ann Longo, CI, demonstrates and explains signs and their concepts used in the classroom related to Economics. Many of the signs are initialized forms of appropriate ASL glosses.
Visual grammar videotapes which use ASL to teach or reinforce Spanish language instruction that most hearing students learn in a two-year foreign language program (high school or college level). The vocabulary used in the examples is simple and repetitive. Emphasis is place on comparing English grammar with Spanish grammar. (A companion tape, “Why Bother to Teach Foreign Languages to Deaf Students?” also available.)
Nouns 17 min.
Reflexive Verbs 23 min.
Subject Pronouns and Verbs 28 min.
Possessive Pronouns 16 min.
Demonstrative Pronouns 16 min.
Direct Object Pronouns 25 min.
Indirect Object Pronouns 29 min.
Relative Pronouns 16 min.
Adjectives 17 min.
Possessive Adjectives 20 min.
Subjunctive 22 min.
Imperfect 20 min.
Ser vs Estar 18 min.
Por vs Para 18 min.
Gustar-to like 16 min.
Affirmative & Negative Idioms 20 min.
Telling Time 21 min.
Comparative/Superlative 32 min.