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Stratton Elementary Bilingual / Bicultural Program for Children who are Deaf

This program combines American Sign Language (ASL) and English instruction for deaf children, emphasizing the importance of both ASL and spoken/written English. It includes various subjects such as math, social studies, science, and vocabulary instruction, and encourages the appropriate use of variation in sign language. Fingerspelling is incorporated to facilitate language development and strengthen reading skills. The program promotes a language-rich culture and facilitates peer communication.

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Stratton Elementary Bilingual / Bicultural Program for Children who are Deaf

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  1. Stratton Elementary Bilingual / Bicultural Program for Children who are Deaf • American Sign Language and the Deaf Community • The Hearing Culture and Spoken/Written English

  2. Appropriate use of Variation in Sign Language ASL and Fingerspelling CASE and Fingerspelling Can be used for grammar specific Reading and Writing Instruction with a TOD or Classroom teacher with caution.* Always connect the printed word with conceptually accurate signs. • Assemblies • Math Instruction • Social Studies • Science • Recess • Lunchroom • Vocabulary instruction

  3. Programs which use bilingual or multilingual approaches, and employ qualified professionals, provide deaf children with a strong language base, which equips them better for success in the broad range of educational subjects. Policy – Education rights for Deaf children

  4. The World Federation of the Deaf supports the right of Deaf Children to acquire full mastery of their sign language as their ‘mother tongue’, as well as to learn the language(s) used by their family and community.

  5. Teachers and educational interpreters should incorporate fingerspelling in their signing in order to facilitate development in students from the earliest stages of language learning, even prior to the acquisition of word recognition in print.

  6. We believe this study and others indicate that fingerspelling may help provide a phonological link with print. Tamara S. Haptonstall-Nykaza and Brenda Schick

  7. Fingerspelling positively correlates with stronger reading skills. Deaf and hard of hearing children who are good fingerspellers are good readers, and vice versa. Baker, Sharon Ed.

  8. Finger spelling provides a linguistic link to English vocabulary and syntax. Certainly, the importance of fingerspelling in the education of deaf and hard of hearing children has been documented in the literature. Grushkin, D. A. (1998)

  9. Model Single and Plural Nouns:Use numbers and classifiers to quantify nouns.

  10. Model Verb Tenses: • NEXTor Future to show FUTURE TENSE • PAST/BEFORE or FINISH to show PAST TENSE • NOW to show PRESENT TENSE, or CONTINUE. • www.signingsavvy.com

  11. Language Rich Culture • Facilitate peer communication: Be sure that you are sharing what the other students are saying in class. • Balance support with independence. Always relay accurate intention of the speaker, but encourage the child’s independence and responsibility for academic and self advocacy skills. • Deaf families fingerspell early and often with deaf children. Incorporate frequent fingerspelling in your communication. “Sandwich” new terms (sign-spell-sign). • Fingerspell clearly and slowly in the school setting. Lexicon spelling is used in ASL in regular communication settings.

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