California State University, Sacramento

Deaf Studies Program/College of Education

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Seminar: Deaf Education

Course Number: EDS165 Instructor: Dr. Lisalee Egbert

Course Title: Seminar: Deaf EducationOffice: Eureka 310

Semester: Spring 2010 Office Hours: W 9 – 12 PM

Email:

You are required to use your SacLink email account for this class. This class will be using SacSend to send out emails, which is linked to your sac email account. The instructor will NOT respond to email sent on SacCT.

Required Readings:

Disabling Pedagogy: Power, Politics, and Deaf Education (2008) Komaresoff, Linda. Gallaudet University Press.

The Foundations of Dual Language Instruction (2008) Lessow-Hurley, J. Pearson Education, Inc.

Recommended Reading:

Critical Pedagogies: Notes from the Real World (3rd Edition) Wink, Joan. Pearson Education, Inc.

Speak to Me. Forecki, (1990) Calhoun, Marcia. Gallaudet Press.

And Still They Rise (2001) Corwin, Miles. Perennial.

Cultural Literacy (1987) Hirsch, E.D. Vintage Books.

Course Objectives:

In this course, students will be able to:

1)Describe how the ear works and the causes of Deafness

2)Demonstrate a basic level of competence in the understanding of education for Deaf students

3)Be able to identify current and pass attitudes, methodologies, and philosophies of educating Deaf students and study the effectiveness of those various programs.

4)Asked to explore the history of Deaf Bilingual-Bicultural Education.

5)Able to research the effectiveness of a Bilingual-Bicultural approach to Deaf Education.

6)Develop an argument in education for the need to facilitate visual learning in the native language of the Deaf in order to maximize cognitive academic learning among Deaf Students.

7)Analyze and evaluate the quality of research of other scholars in terms of Bilingual-Bicultural Education, English as a Second Language, and Accessibility Learning.

8)Describe different ways of looking at a Deaf student.

9)Identify struggles and obstacles that Deaf learners are presented within the current educational system

10)Critically examine the Deaf students’ overall cognitive and linguistical development during the critical language acquisition period.

11)Synthesize data, research and evidence in support of a both Deaf Bilingual-Bicultural education system and hearing Bilingual-Bicultural research.

Grading

Your grades will be based upon the following criteria:

Lesson Plans (2) 200

Bloom’s Taxonomy Paper100

Peter Cook (April 16)50

Guest Speakers50/each

Research Paper 300

Extra Credit Books75/each

Extra Credit (ASL Club)10

** Reminder**

“D”eaf does not equal “d”eaf!

All assignments will be dropped a letter grade

and/or 10 points if the term Deaf

is not used appropriately… including the Final and Research Paper!

Classroom Participation:

Class sessions will consist of lectures by the instructor, large group discussions, occasional small group discussions, and student presentations of research projects. Deaf guests may visit class, and students are welcome to invite Deaf people to the class at any time.

Typed, pre-printed, and extensive questions (minimum of 7 questions per speaker) must be turned in on the date that all guest speakers attend class. These questions and answers will count towards your attendance.

Lectures and discussions will be based on textbooks, videotapes viewed in class, Deaf community presenters, and handouts.

Since the instructor and some students may be Deaf, American Sign Language will be the common language used in the classroom. For effective class discussions, please show courtesy and wait to be called on by the instructor before speaking. For those of you who are not fluent in ASL, two interpreters will be present in the class at all times, to voice for Deaf people, and sign for the Hearing.

Communication:

Since the instructor and some students may be Deaf, American Sign Language will be the common language used in the classroom. For effective class discussions, please show courtesy and wait to be called on by the instructor before speaking. Two interpreters will be present in the class at all times, to voice for Deaf people, and sign for the Hearing. Please use the interpreters to better facilitate understanding. Also please do not correct, “help,” judge the interpreters.

Research Paper /Presentation:

Students are expected to develop a research paper on a topic related to the Deaf, such as education, rehabilitation, parent-child or Deaf-hearing relations, and the Deaf community. Papers should be at least 4 pages in length (double-spaced) plus a reference page. NO FOLDER/BINDERS/NOTEBOOKS, etc!!! Simply stapled reports will be accepted. Citations must be given. At least five references must be from printed (not internet) sources such as books, journals, newspapers, magazines, etc, plus two Internet sources. Students must select their topic by the date given and check with the instructor to be sure the topic is appropriate. See Research Page in this syllabus for more details. While students may select related topics, no two students can select the same exact topic.

Lesson Plans:

Students will write two lesson plans. The first lesson plan will be no specific to Deaf Education. The second lesson plan will be use to teach a Deaf Education classroom in a Bilingual-Bicultural setting.

Guest Speakers:

Typed, pre-printed, and extensive questions (minimum of 7 questions per speaker) must be turned in and answered on the date that all guest speakers attend class. These questions and answers will count towards your participation.

Bloom’s Taxonomy Assignment

1)Cover Sheet (Name, EDS 165, Date)

2)Typed, double shaped, 12 pt font, black ink, printed on paper and stapled together!!

3)2 – 3 pages

4)Page 4 can be a visual

5)If you cite make sure to cite, quote and reference correctly

6)Written in essay form.

7)No spacing between paragraphs.

8)This is NOT an opinion paper.

In your own (college-educated, well-formulated) words explain: What is Bloom’s Taxonomy? The point of the paper understanding… could someone outside of education read your paper and be able to explain what Bloom’s theory is.

Course Schedule

Class Topics:Readings:

Week 1:

Week 2:

Week 3: Pedagogy – Chapter 1 & Foundations - Chapter 1

Week 4: Bloom’s Taxonomy Due(February 17th) Pedagogy – Chapters 2 & 3

Week 5: Foundations - Chapters 2 & 4

Week 6: Foundations - Chapters 6 & 7

Week 7: Lesson Plan Due (March 10th)

Week 8: Pedagogy – Chapters 4 & 5

Week 9: Foundations - Chapters 8 & 9

Week 10: Spring Break

Week 11: Pedagogy – Chapters 5 & 6

Week 12: Lesson Plan Due (April14th)

Week 13: Foundations - Chapters 10 & 11

Week 14: Research Paper Due (April 28th)

Week 15: Furloughed

Week 16: Extra Credit Due (May12th)

Week 17: No Class

The department complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students who are differently abled. If you have a qualifying ability, please see me and the office of Disability Accommodations prior to all assignments and/or exams.

Academic Decorum and Expectations

  • Talking in class will not be tolerated!
  • Class attendance is not mandatory; participation is mandatory. If you do not come to class you cannot participate.
  • NO LATE work will be accepted
  • NO MAKE UP TESTS OR QUIZZES will be given
  • No assignments will be accepted if they are emailed to the instructor!!
  • All assignments must be stapled and have a name or they will not be accepted!!!
  • Assignments can be turned in early (not late)
  • If your name is not on the paper, you will not receive a grade
  • Come to class prepared including reading all assignments PRIOR to class time
  • Only absences approved by the university will be accepted
  • Please turn off all cell phones, beepers, pagers, etc during class time
  • Please do not use cell phones, beepers, pagers, etc during class time
  • Pop Quizzes will be given during the semester without notice
  • If team projects are done, all teammates must share in the responsibilities of the project
  • If the student wishes to challenge or question the instructor (i.e. grades, differenting opinions) the student may and is encouraged to address the instructor in a non-threatening, non-demanding manner
  • Respect for the instructor and other students will be valued by all in the class
  • The instructor reserves the right to call upon any and all students at any given time during the class to participate, demonstrate, analyze, and/or join in the Discourse of the class
  • See all other responsibilities in the CSUS’s “Student Rights and Responsibilities Handbook”
  • Reminder: "D"eaf does not equal "d"eaf. Minus 10 points and/or a letter grade if not spelled politically correct.
  • Reminder: the use of the term “Hearing Impaired” we result in an “F”

The capacity to learn is a gift;

The ability to learn is a skill;

The willingness to learn is a choice.

Research Paper

Dr. Egbert

Research Paper

  1. Topic MUST BE accepted by instructor and signed off for approval. You cannot turn in a paper on a topic not pre-approved and signed off by the instructor.
  2. Attached this signed copy to the back of your research paper.
  3. Pick a topic that you want to know more about in relationship to Bilingual Deaf Education.
  4. Put your name on paper
  5. Typed, double shaped, 12 pt font, black ink, printed on paper (not emailed) and stapled together!!
  6. Hit the spell check on the computer!!!!!!
  7. Minimum of 5 full pages of research and one page for references (total 6 pages)
  8. 7 references: 2 Internet site and 5 books, peer reviewed journals, or other scholarly/peer reviewed works. NOTE: no opinion, no blog resources, no Wiki!
  9. Make sure to cite, quote and reference correctly (any reference format is fine)!!
  10. Written in essay form.
  11. No spacing between paragraphs.
  12. This is NOT an opinion paper; it is a research paper. You may include one paragraph for your views, comments, or input.
  13. Be prepared to share your finding is class in the form of a presentation.
  14. If you do not know how to write a research paper, the writing center on campus is a free service and can help you!!! Utilize the facility!!!
  15. Please proof- read.
  16. Staple this paper to the back of your research paper with the topic and instructor’s signature and date completed.
  17. Do not put research paper in a binder, folder, or other display type organizer… just staple together and turn in the paper.

Student Name ______

Topic ______

Approved ______

Date ______

** Reminder**

“D”eaf does not equal “d”eaf!

All assignments will be dropped a letter grade

and/or 10 points if the term Deaf

is not used appropriately… including the Final and Research Paper!

ASL Club Interaction

EXTRA CREDIT

Dr. Egbert

Student Name: ______

Date of Visitation: ______

Main Topic, Discussion or Event during Visit: ______

** Reminder **

"D"eaf does not equal "d"eaf.

Minus 10 points and/or a letter grade if not spelled politically correct.

Faculty or Officer’s Signature:

______

Note: Have a faculty other than your instructor or officer sign this form!