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makalla
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Below are the 10 most recent journal entries recorded in the "makalla" journal:[<< Previous 10 entries]
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12:31 pm
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Statistical information
Judi,
I am trying to locate the information you suggested for the introduction.
In Dr. Leslie's class he gave us a site for statistical information. Do you know where I might go to find other stats?
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06:39 pm
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Article Outline
Judi,
here is what i have so far on my outline. Do you want me to email you a copy also?
Working with Deaf Students in the K-12 setting
I. Overview of challenges
summary of legislation - IDEA
deaf students in public schools
II. Review of literature on instuction
expectations of deaf students
ESL
III. Specifics on using technology
technology levels the playing field
multimodality approach
introduce technology at an early age
interactive writing
social aspect
exposure to written language
online learning
providing more opportunities
IV. Teacher training
awareness of population
information on best pratices
training on technology
V. Resources
internet
publications
VI. Summary
VII. References
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11:00 pm
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Publication guidelines
Judi,
This is the link on how to publish with Council for Exceptional Children (CEC).
http://www.cec.sped.org/Content/NavigationMenu/Publications2/HowtopublishwithCEC/default.htm
This is the page to download the Author Guidelines: http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm
I am confused on which to follow.
Sorry I didn't attach the pdf file but did not see how to do it in livejournal.
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11:31 pm
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Class Act - Promoting Access for Deaf and Hard of Hearing Students
http://www.rit.edu/%7Eclassact/
This is the link from R.I.T to access the Class Act site. On this site is a link for challenges/strategies. This is a wonderful resource with valuable information that all teachers who serve deaf or HOH students need to preview, in my opinion. I am going to share it with our lead interpreter (she may already know it) and see if we/she can't provide training for teachers next year using this site. I also feel that everyone who comes in contact from coordinators, administrators, to the cafeteria staff should have access to this information either in hard copy form or the URL.
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10:37 pm
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Sumarizing and synthesizing to date
What the research is saying about the effects of technology and online learning with deaf individuals?
Expectations should be the same for everyone
English is a second language for deaf individuals and it should be treated as such.
Best practice strategies that work for non-disabled individuals should be employed when working with deaf students.
A multi-modality approach should be used when teaching – visual with signing.
Introduce technology at an early age
Interactive writing between teacher/student and student/student increases exposure to written language, provides modeling, and has a positive effect on learning
Provide a safe environment for learning to occur
Use technology as an instructional tool
Technology levels the playing field.
Online learning allows access to education
Technology opens social doors for disabled individuals
How do we translate the research to best meet the needs of deaf students in public schools?
Provide in-depth training to provide teachers with an awareness to the deaf population.
Inform teachers how ESL students learn
Provide information on best practices and acceptable accommodations.
Provide training or exposure to technology that deaf individuals would use
Allow students to take more classes online
Offer more courses online
Provide access to latest technology
Provide opportunities for socializing online
Keep information simple
How to best teach students in the mainstream?
Introduce students to technology at an early age – using the computer, keyboarding skills,
Immerse students in a language rich environment – pictures with signs
Locate computer programs that have signing like programs that have auditory output
Present in simplest form
Judi- Do you think the above information could be written up for an article? I like how the findings from the research is falling into catagories and what can be concluded from it. Can this be consided a draft? nah its more of an outline.
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09:21 pm
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Effect of Online Learing on Struggling ESL College Writers
Al-Jarf, R. (2002). Effects of online learning on struggling ESL college students. Retrieved on March 16, 2006, from http://ccenter.uoregon.edu/conference/hecc.2002/program/presenter_rp_pdfs/as-jarf.pdf
Dr. Jarf conducted his own research project on the effects that online learning has on writing skills of second language learners after reading conflicting research on this topic. Dr. Jarf reports reviews of “writing research on technology and student achievement has shown three conflicting findings.”
Studies first “found that use of word-processing, use of a supplementary program that guides students though the writing process, computer conferencing, computer-based instruction, electronic mail, and World Wide Web page design had no significant difference on the writing quality nor attituded towards writing between L1 elementary, middle school, secondary and college students who used technology and those who did not."
The second study “found that word processing, participation in a project using a personal computer in the classroom to teach the writing process, using the Writing-Aid and Author’s Helper (WANDAH) computer writing system, and using a computer assisted collaborative writing by L1 elementary, middle, high school and college students increased the quantity of writing instruction and the amount of student writing more than those using traditional instruction.” Of added importance is the attitude of students towards writing on the computer improved, as did the quality of writing. Additionally, other researchers found that “the writing skills of ESL students who used word-processing, a computer-mediated networked environment, and a web-based materials improved significantly.”
The last, a researcher found that “in some ESL classroom setting, tradition instruction was found to be more effective.” They researchers base this on students writing activities in classrooms were far more superior to computer-generated writings.
Dr. Jarf’s analysis on two groups of freshman students enrolled in their first ESL course found “posttest essays showed that members of the experimental group exhibited a great improvement in their writing ability. They became more competent, could write fluently and communicate easily. They could write long essays, long sentences and more compound and complex structures instead of short and simple sentences at the beginning of the semester. There was a significant decrease in spelling, punctuation and capitalization errors. Furthermore, student's responses to the post-treatment questionnaire indicated that the online course had a positive effect on their attitude towards the writing process. It enhanced their self-esteem, motivation and sense of achievement and improvement. Online learning encouraged writing and exchange of ideas. The amount of student writing increased in an environment secure for making mistakes.”
I like the way that Dr. Jarf explained his research findings in his report. What I find in his research, and in other readings, the key is in a safe environment. Students will achieve more and their attitudes and motivation will increase if they are in a secure learning environment that allows them to learn from their mistakes be it online or in a F2F class.
Having not read the studies that Dr. Jarf reports I can only assume that one, all aspects of the course requirements were clearly explained and second, the students knew how to use the software or were taught the software for writing purposes. Those, in my opinion, would be the variables that would influence the findings.
Judi – showing my lack of knowledge but what is L1 and L2 referring to in Jarf's research?
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01:07 pm
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Enabled on the Internet
Quittner, J. (1994). People who have disabilities are connecting via jobs, schools and each other byline. Retrieved on March 13, 2006 from http://www.rit.edu/~ncrgsh/arts/newsday.htm
The author, Joshua Quittner, in this article describes a visit to the office of Norman Coombs. Coombs, who has been blind since the age of 9, not only relies on modern technology which enables him to be more intependent but is a pioneer in online learning for disabled individuals.
Discussed in this article are individuals whose lives have been touched by the research and teachings of Coombs. These individuals share, very openly, the impact that technology has had on their lives and how the internet allows them to have access to information. In some instances if it were not for technology their lives would quickly erode because they would not have a purpose.
Quittner mentions various organizations and other individuals who continue to 'push forward' and find new ways to assist disabled individuals.
I was deeply touched by this article. I don't think my summary does it justice. Reported in the article are just a few of the lives Coombs has been able to touch and EMBRACE. Just think about if each person Coombs touched, they inturn touch two or more individuals, the trickle down effect of what he has done is just amazing. This is someone I would like to meet and aspire to be like. He has done and continues to do what I love doing - trying to make the lives better for disabled individuals - making life and learing accessable for everyone.
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05:11 am
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ESL Literacy for a Linguistic Minority: The Deaf Experience
Holcomb, T. & Peyton, J. (1992). ESL literacy for a linguistic minority: The deaf experience. Eric # ED353861.
The authors of this article explain that learning to read and write effectively is very challenging for those who are deaf. In fact, most deaf student who graduate can only read and write on a third grade level. Of particular concern is their writing skill, which lack vocabulary and contain numerous grammatical errors.
The authors try to explain the difficulties and describe “new approaches in deaf education that show promise for improving the literacy skills of deaf adults.” Holcomb and Peyton report information from other researchers that “most educators and researchers in the field of deafness now believe that deaf people share similar language backgrounds and literacy challenges with other linguistic minority groups. Their difficulties with acquiring literacy in English are considered to have linguistic, cultural, and educational rather than pathological roots.”
Holcomb and Peyton “one of the primary causes of difficulty with English literacy is that English is a language that deaf people have not heard or have heard in a limited was. Thus, for them, American Sign language (ASL) is the most accessible language because of its visual properties.” Which basically means that ASL is their primary language and English is their second language.
Some new approaches to authors suggest are:
∑ Use a bilingual/bicultural approach, which integrates ASL and English using videotaped stories in ASL as a precursor to writing
∑ Use a whole language approach
∑ Use interactive writing in which deaf learners and teachers converse in writing using a teletypewriter, on a computer network, use journals
∑ Use interactive videodisc, where ASL and print and used simultaneously
∑ Use close caption TV for further exposure to English
Holcomb and Peyton conclude that learning to write in English is a lifelong struggle for deaf individuals and that they develop literacy differently than hearing individuals. They suggest that if the above mentioned approaches and by using more creative visual means t teach reading and wring it will be more “meaningful, positive, and successful for deaf learners.”
It still continues to blow my mind that creative strategies and approaches that will assist disabled individuals to be more successful academically are not being used. This article was published more than ten years ago with wonderful approaches and we are just now beginning to impliment them. Holcomb and Peyton also bring light to the fact that learing to read and write in English for deaf people should be treated as a second language. It will be interesting to see how the next article I read on ESL and deaf students compare.
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10:14 pm
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National Association for the Deaf
Public Schools
http://www.nad.org/site/pp.aspx?c=foINKQMBF&b=137702&printmode=1
"This memorandum addresses the obligations of a public school system under Section 504 and the Americans with Disabilities Act. Deaf or hard of hearing students, parents, and others are entitled to have a physically accessible facility and to services including qualified sign language interpreters when they need accommodations to have meaningful access to a school activities."
The memorandum goes on to outline what Section 504 of the American with Disabilities of 1973 and the Individuals with Disabilties Education Act(IDEA)requires.
This memorandum clearly specifies and defines what the federal regulation and how school boards and other public entities are to remove communication barriers for the deaf.
Of particular interest is 28 C.F.R 35.160, which defines auxiliary aids and services. They should include . . . video text displays, or other effective methods of making aurally delivered materials available to individuals with hearing impairments; . . . and . . . other similar services and actions. It goes on to say "appropriate auxiliary aids depends on the context of the communication and the needs of the individual with disabilities." The memo goes on to say that when "there is a disagreement or uncertainty about the appropriate auxiliary aid, the regulations require the pubic agency to give "primary consideration" to the requests of the individual with disabilities." The Justice Department states:
... The public entity shall honor the choice [of the deaf individual for a particular auxiliary aid] unless it can demonstrate that another effective means of communication exists or that use of the means chosen would not be required un s35.164."
This law was written 30+ years ago and technology has made so many advances. I wonder if the individual with disabilities requested a newer technology would it be upheld under the law and require a school system to purchase and use it as an accommodation?
Judi,
The above memo probably answers your question and mine. Are they entitled to it? my interpretation is, yes. Are we required to use it? my interpretation would be, yes. The legal part would be can the schools demonstrate that another effective means exists. With the research and literature coming out - I think the law would side on the side of the deaf individual.
Judi,
I cannot find the double s, or squiggly used in front of the law codes/sections. What should I use?
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11:15 pm
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Ah ha moment
My last entry was on Myth to Reality which discussed the misconceptions people, especially educators have about deaf students. Well, if a deaf individual is taking an online course the teacher and others in the class don't or won't know that the person is deaf unless the deaf person gives out this information.
This impiles that the instructor will have the same expectations of all individuals. The instructor will not have prejudged the performance of the deaf individual.
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