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| benefits of teaching sign language in schools: Deaf Gain H-Dirksen L. Bauman, Joseph J. Murray, 2014-10-15 Deaf people are usually regarded by the hearing world as having a lack, as missing a sense. Yet a definition of deaf people based on hearing loss obscures a wealth of ways in which societies have benefited from the significant contributions of deaf people. In this bold intervention into ongoing debates about disability and what it means to be human, experts from a variety of disciplines—neuroscience, linguistics, bioethics, history, cultural studies, education, public policy, art, and architecture—advance the concept of Deaf Gain and challenge assumptions about what is normal. Through their in-depth articulation of Deaf Gain, the editors and authors of this pathbreaking volume approach deafness as a distinct way of being in the world, one which opens up perceptions, perspectives, and insights that are less common to the majority of hearing persons. For example, deaf individuals tend to have unique capabilities in spatial and facial recognition, peripheral processing, and the detection of images. And users of sign language, which neuroscientists have shown to be biologically equivalent to speech, contribute toward a robust range of creative expression and understanding. By framing deafness in terms of its intellectual, creative, and cultural benefits, Deaf Gain recognizes physical and cognitive difference as a vital aspect of human diversity. Contributors: David Armstrong; Benjamin Bahan, Gallaudet U; Hansel Bauman, Gallaudet U; John D. Bonvillian, U of Virginia; Alison Bryan; Teresa Blankmeyer Burke, Gallaudet U; Cindee Calton; Debra Cole; Matthew Dye, U of Illinois at Urbana–Champaign; Steve Emery; Ofelia García, CUNY; Peter C. Hauser, Rochester Institute of Technology; Geo Kartheiser; Caroline Kobek Pezzarossi; Christopher Krentz, U of Virginia; Annelies Kusters; Irene W. Leigh, Gallaudet U; Elizabeth M. Lockwood, U of Arizona; Summer Loeffler; Mara Lúcia Massuti, Instituto Federal de Santa Catarina, Brazil; Donna A. Morere, Gallaudet U; Kati Morton; Ronice Müller de Quadros, U Federal de Santa Catarina, Brazil; Donna Jo Napoli, Swarthmore College; Jennifer Nelson, Gallaudet U; Laura-Ann Petitto, Gallaudet U; Suvi Pylvänen, Kymenlaakso U of Applied Sciences; Antti Raike, Aalto U; Päivi Rainò, U of Applied Sciences Humak; Katherine D. Rogers; Clara Sherley-Appel; Kristin Snoddon, U of Alberta; Karin Strobel, U Federal de Santa Catarina, Brazil; Hilary Sutherland; Rachel Sutton-Spence, U of Bristol, England; James Tabery, U of Utah; Jennifer Grinder Witteborg; Mark Zaurov. |
| benefits of teaching sign language in schools: Sign Language for Kids Lora Heller, 2004 Color photos illustrate sign language for numbers, letters, colors, feelings, animals, and clothes. |
| benefits of teaching sign language in schools: Learning to See Sherman Wilcox, Phyllis Perrin Wilcox, 1997 As more and more secondary schools and colleges accept American Sign Language (ASL) as a legitimate choice for second language study, Learning to See has become even more vital in guiding instructors on the best ways to teach ASL as a second language. And now this groundbreaking book has been updated and revised to reflect the significant gains in recognition that deaf people and their native language, ASL, have achieved in recent years. Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques. This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline. |
| benefits of teaching sign language in schools: Learning American Sign Language Tom L. Humphries, Carol Padden, 1992 This video along with the text teaches basic sign language in an uncomplicated format. |
| benefits of teaching sign language in schools: Learning American Sign Language in High School Russell Scott Rosen, 2015 With the increase of American Sign Language being offered as a foreign language in high schools, this book addresses issues to better prepare high schools in their recruitment and education of new ASL students-- |
| benefits of teaching sign language in schools: Signs for Developing Reading Emil Holmer, 2016-05-23 Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. The work in the present thesis investigates reading development in DHH children who use sign language, attend Regional Special Needs Schools (RSNS) in Sweden and are learning to read. The primary aim of the present work was to investigate whether the reading skills of these children can be improved via computerized sign language based literacy training. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results suggest that sign language based literacy training may support development of word reading. In addition, awareness and manipulation of the sub-lexical structure of sign language seem to assist word reading, and imitation of familiar signs (i.e., vocabulary) may be associated with developing reading comprehension. The associations revealed between sign language skills and reading development support the notion that sign language skills provide a foundation for emerging reading skills in DHH signing children. In addition, the results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in this population. Furthermore, the results indicate that sign language experience enhances the establishment of representations of manual gestures, and that progression in ToM seems to be typical, although delayed, in RSNS pupils. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. |
| benefits of teaching sign language in schools: Language, Cognition, and the Brain Karen Emmorey, 2001-11 Intro to Amer Sign Lang w/ focus on psychological processes involvd in its acquistion & use, as well as the brain bases of ASL. An upper- level txt w/ readership among researchers in cognitve psych & cognitve neuroscience, language & linguistics, speech, |
| benefits of teaching sign language in schools: Bilingualism and Bilingual Deaf Education Marc Marschark, Gladys Tang, Harry Knoors, 2014-06-02 In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by bilingualism, bilingual education, and co-enrollment programming, examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves. |
| benefits of teaching sign language in schools: Grit Angela Duckworth, 2016-05-03 In this instant New York Times bestseller, Angela Duckworth shows anyone striving to succeed that the secret to outstanding achievement is not talent, but a special blend of passion and persistence she calls “grit.” “Inspiration for non-geniuses everywhere” (People). The daughter of a scientist who frequently noted her lack of “genius,” Angela Duckworth is now a celebrated researcher and professor. It was her early eye-opening stints in teaching, business consulting, and neuroscience that led to her hypothesis about what really drives success: not genius, but a unique combination of passion and long-term perseverance. In Grit, she takes us into the field to visit cadets struggling through their first days at West Point, teachers working in some of the toughest schools, and young finalists in the National Spelling Bee. She also mines fascinating insights from history and shows what can be gleaned from modern experiments in peak performance. Finally, she shares what she’s learned from interviewing dozens of high achievers—from JP Morgan CEO Jamie Dimon to New Yorker cartoon editor Bob Mankoff to Seattle Seahawks Coach Pete Carroll. “Duckworth’s ideas about the cultivation of tenacity have clearly changed some lives for the better” (The New York Times Book Review). Among Grit’s most valuable insights: any effort you make ultimately counts twice toward your goal; grit can be learned, regardless of IQ or circumstances; when it comes to child-rearing, neither a warm embrace nor high standards will work by themselves; how to trigger lifelong interest; the magic of the Hard Thing Rule; and so much more. Winningly personal, insightful, and even life-changing, Grit is a book about what goes through your head when you fall down, and how that—not talent or luck—makes all the difference. This is “a fascinating tour of the psychological research on success” (The Wall Street Journal). |
| benefits of teaching sign language in schools: From Gesture to Language in Hearing and Deaf Children Virginia Volterra, 1994 In 21 essays on communicative gesturing in the first two years of life, this vital collection demonstrates the importance of gesture in a child's transition to a linguistic system. Introductions preceding each section emphasize the parallels between the findings in these studies and the general body of scholarship devoted to the process of spoken language acquisition. Renowned scholars contributing to this volume include Ursula Bellugi, Judy Snitzer Reilly, Susan Goldwin-Meadow, Andrew Lock, M. Chiara Levorato, and many others. |
| benefits of teaching sign language in schools: Teaching Deaf Learners Harry Knoors PhD, Marc Marschark, 2014-01-22 Teaching Deaf Learners: Psychological and Developmental Foundations explores how deaf students (children and adolescents) learn and the conditions that support their reaching their full cognitive potential -- or not. Beginning with an introduction to teaching and learning of both deaf and hearing students, Knoors and Marschark take an ecological approach to deaf education, emphasizing the need to take into account characteristics of learners and of the educational context. Building on the evidence base with respect to developmental and psychological factors in teaching and learning, they describe characteristics of deaf learners which indicate that teaching deaf learners is not, or should not, be the same as teaching hearing learners. In this volume, Knoors and Marschark explore factors that influence the teaching of deaf learners, including their language proficiencies, literacy and numeracy skills, cognitive abilities, and social-emotional factors. These issues are addressed in separate chapters, with a focus on the importance to all of them of communication and language. Separate chapters are devoted to the promise of multimedia enhanced education and the possible influences of contextual aspects of the classroom and the school on learning by deaf students. The book concludes by pointing out the importance of appropriate education of teachers of deaf learners, given the increasing diversity of those students and the contexts in which they are educated. It bridges the gap between research and practice in teaching and outlines ways to improve teacher education. |
| benefits of teaching sign language in schools: Lexical Borrowing in American Sign Language Robbin Battison, 1978 |
| benefits of teaching sign language in schools: Sign Language Interpreting and Interpreter Education Marc Marschark, 2005-04-14 This text provides an overview of the field of sign language interpreting and interpreter education, including evaluation of the extent to which current practices are supported by research, and will be of use both as a reference book and as a textbook for interpreter training programmes. |
| benefits of teaching sign language in schools: Sign Language Acquisition Anne Baker, Bencie Woll, 2009-01-14 How children acquire a sign language and the stages of sign language development are extremely important topics in sign linguistics and deaf education, with studies in this field enabling assessment of an individual child’s communicative skills in comparison to others. In order to do research in this area it is important to use the right methodological tools. The contributions to this volume address issues covering the basics of doing sign acquisition research, the use of assessment tools, problems of transcription, analyzing narratives and carrying out interaction studies. It serves as an ideal reference source for any researcher or student of sign languages who is planning to do such work. This volume was originally published as a Special Issue of Sign Language & Linguistics 8:1/2 (2005) |
| benefits of teaching sign language in schools: Sign Bilingualism Carolina Plaza Pust, Esperanza Morales López, 2008 This volume provides a unique cross-disciplinary perspective on the external ecological and internal psycholinguistic factors that determine sign bilingualism, its development and maintenance at the individual and societal levels. Multiple aspects concerning the dynamics of contact situations involving a signed and a spoken or a written language are covered in detail, i.e. the development of the languages in bilingual deaf children, cross-modal contact phenomena in the productions of child and adult signers, sign bilingual education concepts and practices in diverse social contexts, deaf educational discourse, sign language planning and interpretation. This state-of-the-art collection is enhanced by a final chapter providing a critical appraisal of the major issues emerging from the individual studies in the light of current assumptions in the broader field of contact linguistics. Given the interdependence of research, policy and practice, the insights gathered in the studies presented are not only of scientific interest, but also bear important implications concerning the perception, understanding and promotion of bilingualism in deaf individuals whose language acquisition and use have been ignored for a long time at the socio-political and scientific levels. |
| benefits of teaching sign language in schools: Educating Deaf Students Marc Marschark, Harry G. Lang, John Anthony Albertini, 2006 |
| benefits of teaching sign language in schools: Raising and Educating a Deaf Child Marc Marschark, 2009 The second edition of this guide offers a readable, comprehensive summary of everything a parent or teacher would want to know about raising and educating a deaf child. It covers topics ranging from what it means to be deaf to the many ways that the environments of home and school can influence a deaf child's chances for success in academic and social circles. The new edition provides expanded coverage of cochlear implants, spoken language, mental health, and educational issues relating to deaf children enrolled in integrated and separate settings. Marschark makes sense of the most current educational and scientific literature, and also talks to deaf children, their parents, and deaf adults about what is important to them. Raising and Educating a Deaf Child is not a how to book or one with all the right answers for raising a deaf child; rather, it is a guide through the conflicting suggestions and programs for raising deaf children, as well as the likely implications of taking one direction or the other. |
| benefits of teaching sign language in schools: The Late Talker Dr. Marilyn C. Agin, Lisa F. Geng, Malcolm Nicholl, 2004-07 Provides an overview of the features of verbal apraxia, also referred to as dyspraxia, and evaluates the needed therapies and interventions and the role of parents and other care givers in helping these children speak. |
| benefits of teaching sign language in schools: Signing for Reading Success Jan Christian Hafer, Robert Mills Wilson, 1986 Research and experience have shown that signing helps many students learn to read. The Signing for Reading Success booklet explains this concept, why it works, who it works for, and how to implement it in a classroom. The booklet provides summaries of four research studies on the usefulness of signing for reading achievement. It also suggests a methodology for a single-subject research study that teachers can conduct to validate for themselves the findings presented. |
| benefits of teaching sign language in schools: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| benefits of teaching sign language in schools: Mindset Carol S. Dweck, 2007-12-26 From the renowned psychologist who introduced the world to “growth mindset” comes this updated edition of the million-copy bestseller—featuring transformative insights into redefining success, building lifelong resilience, and supercharging self-improvement. “Through clever research studies and engaging writing, Dweck illuminates how our beliefs about our capabilities exert tremendous influence on how we learn and which paths we take in life.”—Bill Gates, GatesNotes “It’s not always the people who start out the smartest who end up the smartest.” After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset—those who believe that abilities are fixed—are less likely to flourish than those with a growth mindset—those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment. In this edition, Dweck offers new insights into her now famous and broadly embraced concept. She introduces a phenomenon she calls false growth mindset and guides people toward adopting a deeper, truer growth mindset. She also expands the mindset concept beyond the individual, applying it to the cultures of groups and organizations. With the right mindset, you can motivate those you lead, teach, and love—to transform their lives and your own. |
| benefits of teaching sign language in schools: A Birthday for Ben Kate Gaynor, 2008-10-16 It's Ben's 7th birthday, but he really doesn't want a birthday party When his friends surprise him, he then learns just how easy it is for everyone to join in the fun. |
| benefits of teaching sign language in schools: Sign to Learn Kirsten Dennis, Tressa Azpiri, 2005-09-22 Everyone is talking about signing with young children. As a form of early communication for infants and toddlers, or as a transitioning tool for children just beginning to speak, the benefits of signing with hearing children are endless. Sign to Learn is the first complete introduction to sign language curriculum for hearing preschoolers. In this unique resource, you will learn how to integrate American Sign Language (ASL) into your classroom to enhance the academic, social, and emotional development of children, and how to respectfully introduce children to Deaf culture. This comprehensive, fully illustrated curriculum contains captivating activities and lesson plans grouped by themes, including feelings, food, seasons, animals, songs, and families. Sign to Learn also contains strategies for using sign language with children with special needs and in multilingual classrooms, and it describes how ASL can assist you in developing a literacy program and in managing your classroom. Information-rich appendices include a thorough ASL illustration index, sample letters to families, and resources for further reading. |
| benefits of teaching sign language in schools: Sign Language Cards for Preschoolers Redleaf Press, 2019-07-02 Sign Language Cards for Preschoolers gives early childhood professionals and families simple directions on how to use the signs and the development benefits of using sign language for preschoolers. The front of each card includes a colorful illustration and a short description of how to make the sign. The back of each card explains when to use the sign and how doing so will help children develop. |
| benefits of teaching sign language in schools: Thirty Million Words Dana Suskind, 2015-09-08 The founder and director of the Thirty Million Words Initiative, Professor Dana Suskind, explains why the most important—and astoundingly simple—thing you can do for your child’s future success in life is to to talk to them. What nurtures the brain to optimum intelligence and stability? It is a secret hiding in plain sight: the most important thing we can do for our children is to have conversations with them. The way you talk with your growing child literally builds his or her brain. Parent talk can drastically improve school readiness and lifelong learning in everything from math to art. Indeed, parent–child talk is a fundamental, critical factor in building grit, self-control, leadership skills, and generosity. It is crucial to making the most in life of the luck you have with your genes. This landmark account of a new scientific perspective describes what works and what doesn't (baby talk is fine; relentless correction isn't). Discover how to create the best language environments for children by following the simple structure of the Three Ts: Tune In; Talk More; Take Turns. Dr. Suskind and her colleagues around the country have worked with thousands of families; now their insights and successful, measured approaches are available to all. This is the first book to reveal how and why the first step in nurturing successful lives is talking to children in ways that build their brains. Your family—and our nation—need to know. *Nominated for the Books for a Better Life Award* |
| benefits of teaching sign language in schools: Language Acquisition By Eye Charlene Chamberlain, Jill P. Morford, Rachel I. Mayberry, 1999-08 This volume explores the reading development of native speakers of sign language, as well as their early pre-literacy language development. For deafness and sign language scholars, as well as linguists and reading specialists. |
| benefits of teaching sign language in schools: Deaf Cognition Marc Marschark, Peter C Hauser, 2008-06-30 Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving. Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population. |
| benefits of teaching sign language in schools: Talking Hands Margalit Fox, 2008-08-05 Documents life in a remote Bedouin village in Israel whose residents communicate through a unique method of sign language used by both hearing and non-hearing citizens, in an account that offers insight into the relationship between language and the human mind. Reprint. 20,000 first printing. |
| benefits of teaching sign language in schools: Introduction to American Deaf Culture Thomas K. Holcomb, 2013-01-17 Introduction to American Deaf Culture provides a fresh perspective on what it means to be Deaf in contemporary hearing society. The book offers an overview of Deaf art, literature, history, and humor, and touches on political, social and cultural themes. |
| benefits of teaching sign language in schools: The Zones of Regulation Leah M. Kuypers, 2011 ... a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum's learning activities are designed to help students recognize when they are in different states called zones, with each of four zones represented by a different color. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones. To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills. The curriculum's learning activities are presented in 18 lessons. To reinforce the concepts being taught, each lesson includes probing questions to discuss and instructions for one or more learning activities. Many lessons offer extension activities and ways to adapt the activity for individual student needs. The curriculum also includes worksheets, other handouts, and visuals to display and share. These can be photocopied from this book or printed from the accompanying CD.--Publisher's website. |
| benefits of teaching sign language in schools: Differentiating Instruction for At-risk Students Rita Dunn, Andrea Honigsfeld, 2009 When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning_if not earlier. This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school. |
| benefits of teaching sign language in schools: ASL at Work William Newell, Cynthia Ann Sanders, Barbara Ray Holcomb, Frank Caccamise, Samuel K. Holcomb, Rico Peterson, 2010-01-01 Divided into 16 instructional units, ASL at Work is designed to enable students to develop the skills and knowledge needed to communicate effectively with their Deaf co-workers, students, and clients in work and social settings. Each instructional unit in the Student Text has a Unit Overview with learning outcomes, a listing of vocabulary, full grammatical and language, culture and community explanations and a practice and review section with accompanying DVD which provides students with targeted outside of the classroom practice to develop expressive and receptive skills. The Student Text is beautifully illustrated throughout with clearly drawn sign grammatical and vocabulary illustrations. Each unit on the ASL at Work: Student DVD provides a Sample Expressive Dialogue, Comprehension Dialogues and Narratives and demonstration of Expressive Practice Prompts to give students practice outside of the classroom with both receptive and expressive skills. CJ Jones, Deanna Bray, Rosa Lee Timm and other well known Deaf talent provide a variety of ASL models for students on the DVD. From the first lesson, ASL is at work for both the teacher who is teaching American Sign Language and the students who are learning ASL. - Publisher. |
| benefits of teaching sign language in schools: Deaf Learners Donald F. Moores, David S. Martin, 2006 This in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions. Part Three: Instructional Considerations Across the Curriculum provides suggestions and guidelines for assessing and planning programs for deaf students using meaningful contexts; optimizing the academic performance of deaf students with emphasis on access and opportunities; implementing a cognitive strategy that encourages teaching for and about thinking as an overriding principle; establishing instructional and practical communication in the classroom, especially in relation to ASL and English-based signing; and solving old problems with new strategies, including Web-based technologies, resources, and applications. The lessons of these assembled scholars coalesce in the Part Four: Summary as a general recommendation for ongoing adaptability, a fitting capstone to this extraordinary volume of work. |
| benefits of teaching sign language in schools: Report of the National Reading Panel United States Congress, United States Senate, Committee on Appropriations, 2018-01-05 Report of the National Reading Panel : hearing before a subcommittee of the Committee on Appropriations, United States Senate; One Hundred Sixth Congress, second session; special heÅ April 13, 2000; Washington, DC. |
| benefits of teaching sign language in schools: Smart Moves Carla Hannaford, 2005 Now newly enlarged and updated, this groundbreaking book presents the body's role in thinking and learning in a popular readable style, thoroughly supported by scientific research. Biologist and educator Carla Hannaford tells us why we must move, and shows us how to move to fully activate our potential as learners. With over 100,000 copies sold, and translations in nine languages, Smart Moves is having a great and growing impact on learners of all ages, from the gifted to the so-called learning-disabled. Book jacket. |
| benefits of teaching sign language in schools: Alphabet Adventure Audrey Wood, 2001 On their way to school, the little letters of the alphabet have to rescue little i and then find his dot before they can proceed. |
| benefits of teaching sign language in schools: Social Constructions of Deafness Thomas P. Horejes, 2012 Thomas P. Horejes's new book focuses on revealing critical knowledge that addresses certain social justice issues, including deafness, language, culture, and deaf education through his research that stresses the contingency of the social in educational institutions. |
| benefits of teaching sign language in schools: Alphabet Mystery Audrey Wood, 2004 Follow along on a flying pencil as all the little letters set out to solve a very puzzling mystery. |
| benefits of teaching sign language in schools: Sign Language Fun in the Early Childhood Classroom, Grades PK - K Flora, 2010-05-18 Enrich language and literacy skills with special-education students and/or English Language Learners in grades PK–K using Sign Language Fun in the Early Childhood Classroom! This 64-page book helps students improve verbal communication, visual discrimination, spatial memory, and early reading skills. The multisensory approach helps all students (with and without special needs) improve language and literacy skills. This book does not require previous experience with American Sign Language, and it includes teaching suggestions, games, activities, songs, rhymes, literature recommendations, and reproducible sign language cards. The book supports NCTE and NAEYC standards. |
| benefits of teaching sign language in schools: Natural Language Acquisition on the Autism Spectrum Marge Blanc, 2012 |
Running head: Integrating American Sign Language into the …
Implementing American Sign Language (ASL) or other types of sign language such as Pidgin Signed English (PSE) and Signed Exact English (SEE) can help a student who is D/deaf and …
Benefits of sign language for the deaf students in classroom …
Sign language appears an easier mode of communication between the teacher and the students, intrinsically the students get involved more keenly in learning and acquisition of new …
BENEFITS OF USING AMERICAN SIGN LANGUAGE IN AN …
American Sign Language in an Upper Elementary Classroom. The study was conducted in a fourth grade classroom and involved the participation of students and their teachers.
Sign Language: an effective strategy to reduce the gap …
Sign language does provide a tangible means to link two languages together. It does not matter what the two languages are since signing provides the connection between them.
benefits of sign language - Gallaudet University
most likely to further children’s language development. Educators and parents have long debated whether access to visual language (American Sign Language, for instance) enhances or …
Sign Language Interpreters in the Classroom ip Sheet
Although visual language interpreters have grown more prominent and visible in the classroom as a result of the passage of the Americans with Disabilities Act in 1990, they have been a part of …
Signing to Success: Developing Effective ASL Curricula in …
Part of the American Sign Language Commons, Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, and the Secondary Education …
Electronic Journal for Inclusive Education - Wright State …
Adding sign language to a classroom of heterogeneous learners that includes English language learners (ELL) will aid in generating a positive learning environment, inclusive and interactive …
American Sign Language: A New Strategy to Integrate into …
Benefits of American Sign Language to Children Incorporating ASL into an early education literacy curriculum as a valuable intervention is a meaningful and enlightening choice.
Sign Language in the Mainstream Curriculum in Six …
Key enablers for effective Sign Language teaching and learning also include the availability of suitably qualified teachers and/or external specialist expertise, and of technology. The latter …
Sign Language Advantage - JSTOR
6 I Sign Language Studies The tutor's first language is BSL with written English as her second. She uses no spoken English, was born deaf, and comes from five generations of Deaf people. …
The teacher strategies in teaching sign language for deaf …
results showed that teachers use three main strategies for teaching sign language to deaf students, including (1) the speech method, comprising spoken language and signing, and (2) …
British Sign Language (BSL) Toolkit for Practitioners
There are a range of practitioners and partners who will be able to work in partnership with settings and schools to support British Sign Language users and carers. These include:
SLED Sign Language Education and Development …
Sign language remains the only language a Deaf child can access spontaneously and freely, and develop the full capacity for nuance and grammar, and use under all circumstances.
Title page FACTORS INFLUENCING USE OF SIGN LANGUAGE …
curriculum, teaching / learning resources, influenced the use of Sign Language in teaching and learning in public primary schools. Based on the findings, the researcher recommended that: …
American Sign Language as a Foreign Language in U.S. High …
The last 2 decades witnessed a growth in American Sign Language (ASL) as a foreign language in U.S. secondary schools. This overview of the current state of ASL as a foreign language
Teaching British Sign Language in schools - scottishinsight.ac.uk
Jan 5, 2018 · In the long-term, the aim is for an inclusive society where Deaf BSL users can communicate in BSL with their friends, peers and colleagues. The programme brought …
SIGN LANGUAGE INTERPRETERS: CHALLENGES FACED AT …
enable communication through Sign Language. Therefore learning and teaching of Sign Language is significant to increase the communication among people with speech and hearing …
The Benefits of Using Educational Videos in American Sign …
With the growing acceptance of American Sign Language (ASL) as a true language comes increasing possibility for incorporating it into the classroom, especially for visual learners.
Running head: Integrating American Sign Language in…
Implementing American Sign Language (ASL) or other types of sign language such as Pidgin Signed English (PSE) and Signed Exact English (SEE) can help a …
Benefits of sign language for the deaf students in cla…
Sign language appears an easier mode of communication between the teacher and the students, intrinsically the students get involved more keenly in …
BENEFITS OF USING AMERICAN SIGN LANGUA…
American Sign Language in an Upper Elementary Classroom. The study was conducted in a fourth grade classroom and involved the participation of …
Sign Language: an effective strategy to reduce the gap …
Sign language does provide a tangible means to link two languages together. It does not matter what the two languages are since signing provides …
Utilizing American Sign Language in the Early Child…
This research project will explore the benefits of using American Sign Language (ASL) in a general education classroom as a tool for classroom …
