Language Development - Links of Interest

There is a substantial amount of information available in the area of language development. Below are a list of links of interest and/or organizations that may provide you with additional information:

Information/Organizations - 

• Hands and Voices - "Non-profit, parent-drive organization dedicated to supporting families of children who are deaf or hard of hearing."
  http://www.handsandvoices.org 
• Tennessee Early Intervention - State of Tennessee, Department of Education - http://www.tn.gov/education/teis/Principles_of_EI.shtml
• Friends of Tennessee's Babies with Special Needs - "non-profit 501(c)(3) organization working to enhance the potential of infants and young children with disabilities by offering support to their families and the early intervention professionals who serve them." - http://www.fotbabies.org/
• KidsHealth - Delayed Speech or Language Development - http://kidshealth.org/parent/growth/communication/not_talk.html
• University of Michigan Health System - Speech and Language Delay and Disorder - https://www.med.umich.edu/yourchild/topics/speech.htm
  *This link includes additional links to information, organizations, etc.

Online games for language development - 

• Scholastic Online - http://www.scholastic.com/teachers/student-activities/search?query=language
• iKnowthat.com - http://www.iknowthat.com

A Few Minutes in the Life of a Sign Language Interpreter: The Classroom

Here's the link for the ending video we did for our project "Collaborating With Others"

A Day in the Life of a Sign Language Interpreter: The Classroom - https://www.youtube.com/watch?v=1cqv84ywBSE 

Here's another one that's on the Classroom Interpreter (that also has a pet peeve of the term hearing impaired) - https://www.youtube.com/watch?v=jyvaSwwhiyI&noredirect=1

Chapter 10 QTC (post 9)

1. What are the four necessary conditions for a student to learn successfully from observing modeled behavior? (Remember/List - Name)

2. Create an assignment for your content area listing how students would apply self-regulated problem solving to the project. (Create/Explain)

Free Response - Chapters 9/10 - M Swaney

What ideas/concepts caught your attention and why?

The concept of classical conditioning with the story of Alan who played baseball and got hit when a ball was pitched to him caught my attention. My oldest son was hit by a baseball that was pitched to him and then it happened a second time in the batting cage. Being able to relate to this story made it much easier for me to think about the process of classical conditioning and behaviorism.

What ideas/concepts did you struggle with and why?

The concept that I struggle with is positive and negative reinforcement. I'm still trying to wrap my head around the negative reinforcement being a removal of a stimulus rather than a type of punishment.

What are your unanswered questions about the material?

In thinking about a Deaf/Hard of Hearing student who is in a mainstream school/classroom setting, I'm curious if there has been a study regarding the use of the different theories and how students learning is/was impacted. It would be interesting to see the level of self-efficacy of children who were studied and how they positively or negatively responded to the approach. Were there areas that either the teacher or interpreter could have made a greater impact on the students level of learning?

Can you relate to any of the concepts on a personal level? How so?
Group contingency was used in EDPY 201 and for the most part the use of this approach was very effective. I know that for me getting together with other individuals and working together to help one another provided me with much needed feedback in areas that I was lacking.

As a teacher/interpreter, how do you see the ideas in the chapter applying to you?

I think as an interpreter and possibly as a teacher I lean more to the social-cognitive theory/approach. I believe strongly in modeling behavior and leading by example. I believe that individual we are teaching/leading are not going to produce a behavior that we are not exhibiting ourselves. 

QTC 7 - Chapter 8 - Michelle Swaney

1. Convergent thinking is the ability to combine information into a single idea or product? True/False (remembers: recalls/recognizes)

2. How can you foster divergent thinking in your classroom/subject area? (applying: applies/demonstrates)

QTC #6 Post - Michelle Swaney

1. What are examples of ways students undergeneralize or overgeneralize concepts in your content area? (understands/recognize, classify, describe)

2.  Develop an approach to help students interrelate and master the concepts that you listed that are undergeneralized or overgeneralized. (creating/design, construct, develop)

Cognitive Theories - Chapter 6 3/3/14 - M Swaney

Cognitive Theory:

As I review Chapter 6, I've determined that I agree with the majority of the information presented on cognitive theory. In looking at the "General Theoretical Approaches to the Study of Learning" (Table 6.1) in the book, I think that I can agree with and see instances of all the theories but the one I would be least likely to agree with is the "Information processing theory." The reason for this is that I believe the human mind/brain is much more complex than a computer.

Some of the concepts of cognitive processes that I agree with are: "people's cognitive processes can sometimes be inferred from their behaviors," "people are selective about what they mentally process and learn," and "maturational changes in the brain enable increasingly sophisticated cognitive processes with age." 

However, I do not believe that meanings and understandings are always constructed by the learner. I believe there are instances where the learner derives their information directly from the environment and then constructed upon. I think it depends on the information and the individuals capacity for acquiring that topic or subject. 

Future Students:
For HS Computer Technology: Interactive Multimedia Design,  I believe that meaningful learning would be most utilized in this course. Rote learning with the exception of definitions for the course would not promote productive learning in the course. Although rehearsal would come into play by going through the process of define and review. In order for the students to fully comprehend the information they are learning, they will need hands-on time with creating and implementing interactive multimedia. Ellaboration and organization would also be important components for students involved in the course and it would be extremely important for the instructor to encourage meaningful learning.

Post #5 - Classroom Interpreting and Improving Metacognition (M Swaney)

Most information available to interpreters in educational settings focuses on the role of the interpreter. Providing an equivalent message is the responsibility of the interpreter and in the educational setting, there is a constant scaffolding of language and vocabulary. An important approach for an interpreter to assist a student in building vocabulary and metacognition is for the interpreter to review lessons and class materials prior to the information being taught in class. The interpreter should make every effort to research subject vocabulary in order to provide students the appropriate vocabulary. Today there are many STEM related websites that provide sign language vocabulary for subjects that has been researched. Having access to this information empowers both the interpreter and the student and provides a solid educational base. 

In addition to reviewing and preparing for class in advance and researching subject specific sign language vocabulary, there are techniques that interpreters employ in the interpreting process. One such technique is to initially fingerspell new vocabulary as it is introduced and then provide the sign. The fingerspelling of the sign may need to take place a several more times in addition with the sign in order for the student to begin to match the vocabulary and sign. Interpreters need to ensure that their fingerspelling is clear and concise. Most mnemonics in sign language are produced as lists utilizing placement on the non-dominant hand. In order to assist the student in developing metacognition and long-term memory, the interpreter needs to look for visual cues from the student that indicate they are or are not connecting to and following the interpretation. If the student delivers cues that indicate they are lost, the interpreter may need to quickly make a shift in the approach they are using in interpreting content. Interpreters who are able to analyze students non-verbal/visual cues can ascertain where the student may be struggling and how they as the interpreter can and/or should make appropriate shifts in the interpreting process.  

Restorative Justice - Chapter 13 (Activity 2) - M Swaney

Restorative Justice Reflection

3 things that stood out:

• In 2008, violent acts were down 52% at West Philadelphia HS due to changes that had been made using restorative justice.
• The need to understand the issues that students bring with them into school.
• The thought process of "how do we heal and clean-up the messes" that we make. Understanding that everyone makes mistakes and what harm was caused (healing the harm rather than punishment).

Questions about the restorative approach to managing difficult behaviors:

• How would restorative justice work most effectively with students who tend to respond with violence (ie, fighting) particularly at the MS/HS level?
• How do school officials and teachers most effectively reach out to students who experience or are impacted by bullying?

Michelle Swaney - Chapter 11 QTC

As an interpreter in the classroom, the motivational theory where I perceive an interpreter might best be able to enhance and affect a student's motivation is the Sociocultural theory.

Students who are deaf often times are uncomfortable engaging in classroom discussions and are concerned they may not understand the subject material. In addition, they may not have a level of confidence in their interpreters ability to effectively represent their views which is more often a concern at the postsecondary level. An interpreter needs to ensure that they fully understand their students communication and can accurately convey their thoughts when expressed in classroom discussions. Additionally, the interpreter needs to be comfortable with and prepared to interject as the student participates in the classroom environment. If the interpreter shows hesitancy when the student expresses an interest in participating then the student will likely withdraw and not participate. 

The presence of the interpreter in the classroom for both the student, the teacher and their other students in the classroom can and does have an affect on how the student who is deaf participates. The interpreter needs to be a positive influence in encouraging the student to equally participate when classroom discussion lends itself in that manner.

Michelle Swaney - Post 2 QTC - Discussing Ingrid's Results

As I open the meeting with Ingrid's grandmother, I would be prepared to provide a quick summary of standardized tests, what they measure, and explain norm-referenced scores. This information would provide her grandmother with information that will provide her a better understanding of the overall assessment.

Ingrid's Reading, Science and Social Studies scores in comparison with other 12-year-old students were "Above" to "Well Above Average". And in Math Concepts her scores ranked in the "Average" to "Above Average" range. In the discussion with Ingrid's grandmother, I would explain that the scores in these subject areas indicate the strengths that Ingrid has.Her areas of weakness where her scores rank as "Below Average" to "Average" were Spelling and Math Computation. 

In order to assist Ingrid at home with her two areas of weakness, time should be spent effectively in Spelling and Math Computation. For Spelling, Ingrid's grandmother could take the spelling words for each week and go over a portion of the list each night and review them a couple of times with her. Before the spelling test, the grandmother should review the full list of spelling words for the week. In addition for spelling, Ingrid's grandmother could utilize trace, copy and recall techniques as well as reverse chaining by letter (http://www.ldonline.org/article/6192/ - information that can be used for all students to increase spelling ability). With Math Computation, Ingrid's grandmother might consider a tutor who could assist Ingrid with Math homework and clarifying concepts she might not understand. Additionally, setting a specified time each evening where Ingrid will work on math problems as well as drill and memorization for problems where she seems to experience difficulty. If Ingrid is easily discouraged with math, her grandmother should provide her verbal encouragement and point out problems or areas where she has made an improvement.

Michelle Swaney - Defining and Understanding Ableism

What is ableism, and how do educators and parents display or avoid this attitude? Thomas Heir provided an opening statement in “Confronting Ableism” that I believe best summarizes this question: “Negative cultural attitudes toward disability can undermine opportunities for all students to participate fully in school and society.” For most people, though, there is little understanding of what negative cultural attitudes are and the effect they have on individuals with disabilities.

Heir provided examples in the “Confronting Ableism” article demonstrating the negative attitudes of ableism. Some of the examples included Ricky (deaf) whose parents wanted him to “function in the ‘normal’ world” choosing the oral method and Susan (dyslexia) who was expected to read at grade level on tests. Ableism is exhibited in education when instructors determine that a student with a disability is unable to achieve what students without can achieve or by making the decision that the student must demonstrate a functional level on par with other students without providing necessary accommodations. It is necessary for educators to avoid negative attitudes of ableism and meet the needs of the student without judgement.

On the other end of the spectrum is the creation a learning environment whereby the student with a disability is provided necessary accommodations and encouraged to utilize their abilities to the fullest extent. Two examples were provided in the article: Ed Roberts (polio) who could not participate in PE and the school board considered denying a diploma for not meeting the requirements, his parents protested and he graduated and Adrienne Asche (blind) who credits her parents with “ensur[ing] that I lived as full and rich a life a I could”. For both of these individuals, their disability was not a reason for achieving less than they had potential for nor was it minimized to the point that they were expected to function in the same way as individuals without disabilities. They were provided the needed support without being minimized as a person.

Heir’s article provides insight into ableism as well as ways it can best be confronted and dealt with. I agree with his perspective and appreciate the range of examples he utilized of individuals with disabilities. It is important for educators to have a better understanding of how to avoid displaying ableism in the classroom. Making a change in attitude can be quite a challenge, but one worthy of pursuing. 

Michelle Swaney, Chapter 14 Free Response

As part of my duties with pepnet 2 (national grant funded through the US Department of Education, Office of Special Education Programs), I work with evaluation and assessment through the development and analysis of our database. While I work with evaluation and assessment in this realm, it is not something I have an in-depth understanding of in the area of teaching. Chapter 14 has helped me to think about assessment in a different arena and expand upon the understanding I have of validity and reliability and the types of assessment.

The case study of "The Math Test" with Ms. Ford was frustrating to read. The approach and tone used seemed to me to have the potential to be counterproductive to what she wanted to accomplish with instruction. When my oldest son was in 1st grade (almost 15 years ago), his teacher explained to me that when she gives a test and a large percentage of the students do poorly, she automatically looks at herself and her approach to see what she needs to do differently. That explanation has always stuck with me since and came to mind reading the case study. I couldn't help but wonder why Ms. Ford wasn't stepping back and reviewing her approach.

With the increase of mainstreaming over the last 10 to 15 years, it is interesting that the book minimally addresses the issue of accommodations for students with special needs. In addition, the difficulties and struggles that standardized testing for students with disabilities is not addressed. For me it raises the question of how mainstream classroom teachers are prepared to deal with standardized testing for this population. While accommodations are a critical component for testing, they are not the only issue at hand for students with disabilities.

For example, when considering students who are deaf or hard of hearing, the complexity of the english language can create difficulties for some students. The National Task Force on Equity in Testing Deaf Persons at Gallaudet University provides information regarding test construction, test accommdations and technology: http://research.gallaudet.edu/NTFETDHHI/stantest.html.

Do teachers deal with these issues on an as needed basis? If so, where do they go for reliable information so that they can not only accommodate the student but also provide instruction to help the student be successful not only in testing but in the course as well?

This chapter is also helping me to think about how as an interpreter I would need to prepare for instruction and testing preparation to provide the student with an equivalent message via American Sign Langauge. For both the teacher and the interpreter, it is important to keep the needs of the student first and foremost in our minds.