Special Education 428
EDSP 428: Language Development and Literacy for Deaf and Hard of Hearing Students
Prerequisites: EDSP 426 and 2.5 GPA
Credit Hours: (3)
Study of the complex nature of language acquisition and literacy in deaf/hard of hearing students, and techniques for enhancing language and the teaching of reading and writing to this population. Examines current theories and practices in reading and language arts instruction for hearing as well as deaf/hard of hearing children. Presents methods for assessing reading, writing, and language problems in deaf/hard of hearing children, making adaptations and modifications to curriculum, integrating technology, and including parents in the instructional process.
Detailed Description of Content of Course
This course examines the complex nature of language acquisition and literacy. It includes comprehension strategies, techniques to instill appreciation of literature, strategies to foster independent reading and strategies for modification and adaptation of curriculum. It covers the effect hearing impairment has on both language and literacy development.
1.Complex nature of language acquisition
a.Knowledge of pragmatics, semantics, and syntax and their interaction
b.Cultural and linguistic variations in language development and discourse
c.Figurative language
2.Normal development of reading, spelling and written expression
a.Phonemic awareness / phonological awareness
b.Phonics and orthographic instruction
c.Decoding, word recognition skills and vocabulary development
d.Fluency
e.Comprehension strategies
f.Independent reading
g.Literature appreciation
h.Research based strategies to promote literacy development
3.Development of reading, spelling, and written expression in deaf/hard of hearing students
a.Effects of hearing impairment on language and reading development
b.Language and literacy in early childhood, adolescence and adulthood
c.Phonemic awareness via Visual Phonics leading to phonological awareness
d.Decoding, word recognition skills and vocabulary development
e.Fluency in deaf/hard of hearing readers using an oral approach or manual approach
f.Comprehension strategies
g.Independent reading
h.Literature appreciation
i.Research based instructional strategies to promote literacy development
j.Lesson plan development that promotes literacy and integrates technology
Detailed Description of Conduct of Course
Instructional strategies include, but are not limited to: lecture, videos and other audiovisual materials, student participation and discussion, cooperative learning, student projects, presentations, guest speakers, outside readings, internet use, and field trips.
Goals and Objectives of the Course
Goals, objectives, and assignments in this class address the Council for Exceptional Children (CEC) Initial Preparation Standards and related Knowledge and Skill Items, as well as the Virginia Department of Education competencies and requirements for preparing educators.
Upon successful completion of this course, students will be able to:
1. Demonstrate understanding of the complex nature of language acquisition and reading including phonemic awareness, concept of print, phonics, fluency, vocabulary development, and comprehension strategies.
2. Demonstrate understanding of speech, hearing and language development and the effects of sensory loss and cultural diversity on typical language development.
3. Demonstrate knowledge of current theories of spoken and signed language development of individuals who are deaf and hard of hearing and components of communication competence into programming and planning for students.
4. Develop individualized programming and instruction to accommodate various aspects of hearing status and language development.
5. Demonstrate understanding of the effects of having a hearing loss has on the production and reception of English language development.
6. Provide evidence based language activities and instruction across all academic areas to promote print literacy and content area reading and writing through instruction via spoken language and /or the signed language indigenous to the Deaf community.
7. Demonstrate knowledge of how to promote development of language skills in children using the child’s preferred communication mode (listening and spoken language or manual communication-ASL, CASE, SEE, Cued Speech).
8. Use strategies to support and enhance communication skills of individuals with exceptional learning needs.
9. Demonstrate knowledge of and proficiency in both spoken and visual communication modes / processes to enable student understanding and clarity of information presented.
10. Design or modify a language-rich learning environment that maximizes opportunities for visual and/or auditory learning and meets developmental and learning needs.
11. Demonstrate knowledge of the evidence based practices in early intervention services related to the development of language of children who are DHH.
12. Demonstrate knowledge of the effects of sensory input and cultural and linguistic diversity on the development of language and learning and the production and reception of speech.
13. Administer, collect and analyze appropriate formative, summative and diagnostic assessments.
Assessment Measures
Assessment measures may include, but are not limited to:
1. Class presentations
2. Development and presentation of lesson plans incorporating the critical attributes of effective teaching and assessment
3. Collection, transcription and analyzation of a language sample from a deaf/hard of hearing student
4. Exams
5. Observation reports
Other Course Information
None
Approval and Subsequent Reviews
Revised 2013
Revised April, 2009