Inspire. Empower. Live.: A design solution for the deaf and hearing-impaired

Being deaf is defined as the inability to hear, but it can also be defined as a culture centered around sensibilities and shared life experiences. This endeavor seeks to integrate the hearing-impaired and hearing communities through the application of Deaf Space and other design theories. The result is an inspiring, empowering, and lively solution

Preparing to Teach, Committing to Learn: An Introduction to Educating Children Who Are Deaf/Hard of Hearing

Preparing to Teach is an open-source eBook on deaf education for students and faculty in professional preparation programs, practitioners in deaf education, and families of children who are DHH. Although the focus is on deaf-education teachers who are providing services to students who are DHH, the text is useful to students and faculty in related fields including speech-language pathology, audiology, and special education. Because the text is introductory in nature it covers a broad range of topics and does not replace texts that go into more depth on a particular aspect of deaf education. The text includes references and additional recommended readings and resources for further study. The text addresses the range of communication options used by students in deaf education with an emphasis on listening and spoken language approaches and strategies that have often been only minimally addressed in introductory texts. References and resources for further study of approaches that are primarily visual are included.https://griffinshare.fontbonne.edu/oer-books/1000/thumbnail.jp

General Catalog 2007-2009

Contains course descriptions, University college calendar, and college administrationhttps://digitalcommons.usu.edu/universitycatalogs/1127/thumbnail.jp

Speech-Language Pathologists’ Barriers to Providing Services to the Deaf and Hard of Hearing Children Ages 2–9

This qualitative case study explored the knowledge and experiences of 12 speech-language pathologists (SLPs) regarding the culture and linguistic processes of the Deaf culture when assessing and treating deaf and hard of hearing children ages 2 to 9. Data analysis has resulted in identification of the following main themes: (a) The Scope of Practice, (b) Barriers Regarding Culturally and Linguistically Informed Practices, and (c) Awareness of Similarities and Differences in Language Acquisition and Structures in English and American Sign Language (ASL). The findings of this study underscored the importance of knowledge that SLPs have to acquire in order to provide appropriate services to the deaf and hard hearing children. The participants referred to the lack of such knowledge during their academic studies. As SLPs in practice, they encountered several barriers in terms of assessing and treating the language of the deaf and hard of hearing children, which was due to the influence the language in which therapy takes place. Most of the participants of this study were not aware of the existence of assessments that have ASL as the language in which testing tools are standardized in order to assess vocabulary, phonology, morphosyntax, and narrative skills. This study contributes to new insights into the knowledge and experiences of SLPs who provide services for deaf and hard of hearing children

Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice

Western Oregon University 2016-2017 Course Catalog

https://digitalcommons.wou.edu/coursecatalogs/1013/thumbnail.jp