Project Access: Deaf and Hearing People
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Transcript of Project Access: Deaf and Hearing People
Project Access: Deaf and Hearing People
Introduction and Goals Class Act Website Plan Views Teaching/Learning Experience Strategies and Approaches Panel Wrap Up
AGENDA
Introduction Presenters Panelists Participants
DeafTEC
• NSF award• Texas Sub-Award• Partners• What is available to you• Overall goal of the grant activities
Goals
1. Learn about Deaf/ASL Culture
2. Understand the student’s perspective of access
3. Learn about potential pitfalls and perils while lecturing in the classroom
4. Create a personal plan for classroom strategies
5. Learn about classroom support services
Class Act
Class Act Website www.rit.edu/classact
Its purpose is to provide techniques and strategies to enhance access to instruction for students who are deaf or hard of hearing and are in a mainstream classroom
Class Act• Site Includes:
• Challenges faced by faculty members and strategies for addressing the challenges
• A discussion board for teachers
• A page of additional links to short videotapes with direct comments from students who face issues daily
• A page of videos of faculty with comments on their experiences
Plan
Plan for Change Guiding Questions
◦ Which of my current teaching strategies makes access for deaf/hard of hearing students in my classes more difficult?
◦ How might I modify strategies on improving access to learning?
Individual Planning Form Describe the area(s) you plan to work on
this year
Describe the goals for change(s)
Describe strategies to achieve the goal(s)
Describe methods/tools you will use to document and evaluate your progress
Views
Medical View Hearing loss (types)
Physiology
Deafness
Audiogram
Cultural View Deaf Culture
ASL
Communication
Behavior
Identity-Deafhood and ASL
Contributions and Deaf Gain
Teaching/Learning Experience
Biomolecules I:Carbohydrates
BIOL 1406Spring 2013
Biomolecules/Macromolecules
. . .are very large molecules found in all living organisms. There are four major classes of biomolecules, known as the carbohydrates, the lipids, the proteins and the nucleic acids. The carbohydrates include foods such as rice, wheat and corn; the lipids include butter, cholesterol and other steroids as well as the phospholipids of plasma membranes; the proteins serve many functions in organisms including hormones, enzymes, transport and contractile molecules; and the nucleic acids are the DNA in the nucleus of eukaryotes and the nucleoid region of prokaryotes, the ribonucleic acid and often the hydrogen acceptors and energy molecules such as adenosine triphosphate. These four categories of macromolecules are essential components of cells and present in the food groups that we ingest.
Monomers and the Condensation Reaction
Monomers are small molecules that combine together by dehydration, the removal of water, to make the carbohydrates, lipids and proteins of cellular macromolecules. The dehydration reaction is also called a condensation reaction, a similar concept to the condensation of water that forms on the outside of glasses of iced drinks in the summer time. In a condensation reaction the hydroxide is removed from one monomer and the hydrogen from another, producing water and establishing a single covalent bond between the monomers; this continues until a large molecule is produced. The exception is that nucleic acids to not undergo a dehydration reaction.
Monosaccharides, Polysaccharides and Carbohydrates
A prevalent monomer of many carbohydrates is glucose, an aldohexose with the functional groups of an aldehyde carbonyl and five hydoxyls. When dry glucose is a linear molecule; in solution glucose forms a hexagonal hemiacetal. The hydroxyl of Carbon 1 of one glucose molecule is removed and the hydrogen of Carbon 4 of another glucose molecule is removed in a condensation reaction to make the acetal structure of the disaccharide. Occasionally, there is a 16 condensation reaction to produce a branch point along the polysaccharide.
Storage Carbohydrates
In both plants and animals, carbohydrates are used as energy storage, with plants using starch as long term energy storage to fuel the growth of the seedling and animals using glycogen as short term energy storage.
glycogen
What Not to do when teaching
Discuss
Communication Tips
Communication Points Communication is vital to success of any
endeavor
Communication takes two
People need to work together
Ask- “What can I do to make it easier for the two of us to communicate?”
Group versus one on one
General Communication Strategies
Eye contact
Topic of discussion
Gestures, body language, facial expressions
Environment conducive to communication
Group Communication Strategies
Agenda
Visual Aids
Layout of room = good communication
Vital information
Minutes or notes for references
Classroom Strategies• Line of vision
• PowerPoint Usage -pacing yourself -less is more
• Use a document camera
• Lag time referencing text
Lecture Strategies Ask the student
Speak with another teacher who has worked with the student or other students who are deaf or hard of hearing
Be available for consult with service providers
Work as a team
Student Experience
Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do
1- Show all text on a document camera.
2- Have PowerPoint and lecture notes available to the students before class
3- Treat all students equally
4- Have a positive/flexible attitude
Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do (cont.)
5- Interpreters are not always an accurate reflection of students when voicing for them
6- Be aware of “process time,” which is the time required to process information into another language. Slow down! It may be beneficial to take small pauses or a short break
Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do (cont.)
7- While using PowerPoint slides, overheads, or other similar material, give students time to read before moving on
8- Allow Deaf students to have access to the first few rows in class on the first day
Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do (cont.)
9- Don’t force groups of deaf/hard of hearing students to work together. Well before you establish groups, ask students privately for their preferences in group assignments
10- If you are using a laser pointer, allow the pointer to remain on the object for an extended period.
Interpreting
ASL- American Sign Language
Sign Language Transliteration
Oral Interpreting
Cued Speech
Deaf Blind Interpreting
Visual Communication
Confidentiality
Render the message faithfully
Neutrality
Mannerism appropriate to the situation
Preparation
Professionalism
Code of Ethics
Facilitate communication
Sight Lines
References
Turn Taking
Interpreter Role
Tips Environmental Considerations
◦ Lighting◦ Position◦ External Noise◦ Amplification
Importance of Student Feedback to the Interpreting Process◦ Head Nod/Manual Feedback◦ Facial Expression◦ Student Participation
Tips (continued) Meet with the interpreter before the first class
to share outlines, texts, agenda, technical vocabulary, class syllabus, and other background information that would be pertinent
Speak naturally at a reasonable, modest pace
Use I and you
Avoid use of ‘this’ and ‘that’
Tips (continued) Look directly at the person
Avoid talking while students are focused on written class work
Strategic breaks
Captioned films and videos
Testing modifications and accommodations
Improving Communication Organized thoughts
Changes in Instruction
Prep Materials
Group Presentations
Labs and Group Work Traditional Labs vs. Outdoor Labs
Computer Labs
Group discussions/seminars
Participation- part of grade?
Multiple students per group
Safety: student and interpreter
The 3 P’s Pacing:
◦ Slow and fast paced lectures
Pausing:◦ Micro-breaks
Physical Demands:◦ Mind and Body
Panel
Student Questions
What is it like to communicate in groups with hearing students?
What are some of the challenges you face when the teacher’s content and ideas are being expressed through an interpreter?
Faculty Questions
What are the the challenges of having deaf/hard of hearing students in the classroom?
How has having deaf/hard of hearing students in your classroom enhanced your teaching experience?
Interpreter Questions What are some ways that you have seen
instructors make good accommodations for interpreters to equally include deaf students?
What is the interpreter role?
Wrap Up
Suggestions The most common areas where a change in
instructional strategy would benefit the deaf students◦ Use of projected images◦ Use of whiteboard or blackboard◦ Responding to student questions◦ Questioning by professor
Universal Design
1. Equitable Use: Design is useful for All2. Flexible Use: Design accommodates a wide
range of preferences and abilities
Plan for Change Guiding Questions
◦ Which of my current teaching strategies makes access for deaf/hard of hearing students in my classes more difficult?
◦ How might I modify strategies on improving access to learning?
Individual Planning Form Describe the area(s) you plan to work on
this year
Describe the goals for change(s)
Describe strategies to achieve the goal(s)
Describe methods/tools you will use to document and evaluate your progress
Questions?
Evaluation sheet
Thanks!
Fini!
Paul Bernella◦ [email protected]
Caroline Koo◦ [email protected]
Alice Sessions◦ [email protected]
Erika Shadburne◦ [email protected]
Contact Information