In a message dated 1/21/2007 6:22:39 AM Pacific Standard Time, radmom8992@ writes:
Oh yes! My kids sure did. It was a constant source of entertainment--keeping a lookout for their first signs and always saying, "LOOK,LOOK, she's signing MILK!" And then debating whether or not they were just babbling or if they had indeed "signed" the concept with intent.
One of my son Logan's first signs was the sign for "daddy." I was holding him in my arms sitting in a big reclining chair. I kept showing him the sign for "dad" and he scooted up a bit and stuck HIS thumb on MY forehead. Soon after he learned that the way it was done was to touch your own forehead, not the other person's.
<<In a message dated 1/9/2007 1:12:03 A.M. Pacific Standard Time, jmorley@ writes:
I have recently met someone who is deaf and would like to ask them to coffee, or simply go for a walk with the dogs. Should I simply write and ask them or learn sign language to do the same?
J. Jennifer Morley>>
There is no "right or wrong" in this situation. Human kindness is almost always appreciated regardless of the form as long as the intent is understood.
There are many factors here that I don't know so my general answer is: "it depends."
The person might just understand your voiced utterances just fine. Being Deaf is more of a cultural thing than it is an "amount of hearing" thing. Some Deaf people are great lipreaders, some are not. Some have residual hearing that enables them to understand voicing--other's don't.
If I were you I'd probably send this person a message immediately indicating that you want to learn sign language and that you would be interested in maybe getting some coffee or in walking the dogs together. Then supply this person with your email address and, if you have one, your text messaging address.
Together you can figure out the best way to communicate.
If you are technology inclined...you can bring laptops to coffee and chat via typing while learning a few signs here and there during the conversation.
If you are skilled (not just "know the letters" but are actually quite good) at spelling you can have a fingerspelling and voiced conversation.
Many Deaf people can speak rather well, but choose not to for a number of societal, psychological, or cultural reasons. (But if you were a fly on the wall in their home you would see them voicing to their hearing children.)
It sometimes takes years of association with a person before you find out the extent to which a culturally Deaf person functions in the hearing world--simply because he or she chooses to De-emphasize that aspect of his life.
In a message dated 2/1/2007 8:18:01 AM Pacific Standard Time, dwallace@ writes:
Check out: http://asl.ms
In a message dated 1/11/2007 11:07:04 A.M. Pacific Standard Time, andreasigns@ writes:
Hi, Dr. Bill
First of all, make sure you are hitting all the basics:
Present an "advanced organizer," demonstrate the skill, provide guided practice, offer corrective feedback, set up independent practice, monitor practice, and review.
Okay, that being said, what I specifically recommend is for you to grade him on his sign recognition and expression rather than his receptive fingerspelling ability. Since fingerspelling is an important part of ASL, I do think he should be required to become familiar with fingerspelling, but I would remove the "time element" as much as possible.
I often get students who state that their disability prevents them from taking the quizzes at normal speed. So I reply, "No problem, here is a disk, take the quiz on the disk first and submit your answers to me. Then take the test in class and I'll let you keep whichever score is higher." Now here's the thing to understand, the quiz on the disk involves a LOT of exposure. It shows EVERY sign in the lesson and EVERY sentence in the lesson and so rather than being a random sampling of the lesson it is quite literally a comprehensive test that requires the student to have studied each sign from my lesson pages on the web.
What ends up happening almost every time is that after the students study so hard to take the test on CD, they end up doing VERY well on the in-class test and eventually realize it is easier to just do their homework and take the regular tests instead of doing the in-depth CD tests.
So the answer wasn't for me to dumb-down my in-class test nor to provide longer testing time, but rather for he student to study more out of class at their own pace which enhanced their in-class performance.
For example, with your student I'd record myself spelling 100 words. And then I'd put it on a disk and require him to take it home and translate all 100 words. He could replay the video as often as he would like. He could write the words out with a pencil as the letters are being shown, etc.
Chances are, after sufficient exposure, he would be relatively good at recognizing individual fingespelled letters--regardless of the dyslexia. The challenge comes in recognizing whole words. But here's the thing: fingerspelling normally doesn't take place in isolation. Fingerspelling is generally embedded in to discourse. The overall discourse context provides clues to the identity of the fingerspelled word.
For discussion purposes, let's consider this rather "dyslexic" paragraph that has been floating around the net:
Aoccdrnig to raresech at an Elingsh uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.
Most adults I've shown that to are able to read it
relatively easily. The key is context.
In a message dated 1/9/2007 7:41:38 P.M. Pacific Standard Time, firstname.lastname@example.org writes:
Note: ASL has some of the most amazing poetry you will ever find. It is very expressive. I don't think Signed English is the way to go on this. ASL would work much better as far as delivering the flow and meaning of the poem in a visual way.
You might want to print that poem up on some really fancy paper or have it inscribed onto an object and then give it to her in written form. Then ask her to teach you how to sign it beautifully in ASL. Or if you want it to be a surprise, ask a one of her Deaf friends to teach it to you in ASL. You might then want to get a second opinion from another deaf friend regarding the signs for the poem, compare the two, and choose the most beautiful versions of the signs.
(Dr V of Lifeprint.com)
In a message dated 3/4/2007 10:38:13 P.M. Pacific Standard Time, email@example.com writes:
I suggest you get in contact with:
Deaf and Hard of Hearing Service of Northwest Florida
945 West Michigan Ave Suite 4-B, Pensacola, FL 32505, 850-433-7128 v/tty, 850-438-0299 fax
According to their website they offer 8-week ASL classes.
Another source to consider is Pensacola Junior College's Continuing Education Department. Call Edith Finley, Dept. Chair, at 484-1797 and ask when the next time Donley Bratsch (or any other ASL instructor) will be teaching a class. If the wait is too long, consider asking the instructor to teach a private class in your home. A group of 10 people paying $40 each for a 4-week course comes to $400 which is a very tempting salary for eight hours of instruction (twice a week, for four weeks, at an hour per session).
Another option is to contact the Education/EPI Department, (850) 484-1000 or TOLL FREE (888) 897-3605, and ask how to get in touch with Becky Adkins and/or Terri Schisler to find out about the "SPA 1612C Introduction to American Sign Language" course. (Pensacola Junior College, 1000 College Boulevard Pensacola, Florida 32504)
Check your local library for resources.
Also, check your local division of Rehabilitation Services. The State of Florida may take your friend as a "Rehab Client" and pay for her ASL training. No guarantee, but it is certainly worth checking into.
Best wishes to you.
Dr. Bill Vicars
In a message dated 1/10/2007 9:24:05 AM Pacific Standard Time, sloveall_60@ writes:
In the old days we used to call fingerspelling that looked like a sign "loan signs."
Then later we stopped calling such fingerspelling "loan" signs and started calling such fingerspelling "lexicalized fingerspelling." Which means, "spelling that has taken on the characteristic of a lexeme." Lexeme is a fancy word that basically means "word" (or in our case, "a sign.") Thus lexicalize fingerspelling is a fingerspelled concept that looks and functions more like a sign than like fingerspelling.
Then we started calling signs that we borrowed from other signed languages, "loan signs."
So, think of signs borrowed from fingerspelling as being "lexicalized signs."
Think of signs borrowed from other sign languages as being "loan signs."
February 7, 2007
I know that there is no "widely established" sign for the music group "The Beatles." If there "is" a sign for "The Beatles," it is likely only known to a relatively small number of people in the Deaf community.
I will ask around, but I doubt any of my friends and associates will know of a sign for "The Beatles." Who knows? Perhaps this discussion will lead to the eventual establishment of a new sign?
In a message dated 2/5/2007 7:41:29 AM Pacific Standard Time, Mupid@ writes:
Dear Dr. Bill,
Hmmm. Maybe I have a subconscious aversion to giving things away?
Heh. And here I thought of myself as the generous type.
No. If there is some sort of expression of discomfort on my face it is likely due to indigestion.
Directional (subject verb agreement) signs do not rely on facial expressions to establish directionality. However, some signs like POINTING to mean "this one right here close by" or "that one way over there" will certainly use facial expressions.
The "cheek to shoulder" non-manual marker is used for "very near" concepts.
The "head tilt back and a bit to the side, chin jutting out a bit" non-manual marker is used for "far away" concepts.
So suppose I'm trying to say "give to someone" who is sitting or standing "far away" from me--I would use a facial expression to help establish a sense of distance.
Editor's note: I'm including the email below just as I received it. I sent a separate reply to Terra. I'm posting it here because I think it makes a number of powerful points.
In a message dated 2/2/2007 7:21:20 A.M. Pacific Standard Time, firstname.lastname@example.org writes:
In a message dated 1/16/2007 9:00:27 PM Pacific Standard Time, Invictuah writes:
Below are my latest thoughts regarding what to include in a syllabus.
Course information: [ Include: Course Title / Course Number / Section / Meeting days and times / Room and Building ]
Instructor: [title, position]
Office: [Building, room number, campus]
Teacher's Assistant info: [name, contact info, availability]
Course Prerequisites: [What classes must a student have completed or qualifications must a student possess in order to take this course?]
Course Description: [Use the description from the course catalog or brochure.]
Required Materials: [If a textbook, include enough information to enable independent ordering through a supplier of the student's choice. Complete title, author, publisher, publication date, and ISBN number.]
Optional Materials: [List any materials that are not required in order for a student to get an "A" in your class but that you feel may be helpful for those students who need additional support.]
Course Assignments: [Describe course assignments in sufficient detail that the student can complete the assignment without having to contact you for further information. If the assignment is complex, then describe the assignment using a separate "instruction sheet" handout and list that handout here. If you are not including the handout with this syllabus, then indicate when you will be providing it.]
Course Testing: [Describe quizzes and exams in sufficient detail that the student can prepare for them without having to ask you, "What will be covered on the test."]
Grading: [Describe your grading criteria. Make it absolutely clear how students can get an "A" in your class and by what standards you are judging their performance. Make it possible for your students to be able to determine their standing in class at any time.]
* Make ups:
* Late submission of assignments:
* Extra credit:
* Communication policy:
* Laptop usage:
* Cell phone usage:
* Text messaging:
* Music devices:
Disability Accommodations: [Individuals with documented disabilities who require accommodations are welcome to discuss their needs with me at the beginning of the semester during my office hours or by appointment.]
Course Ethics: [Describe how you will handle plagiarism and cheating.]
Course Schedule: [Chronologically list dates of topics that you will cover. Also list due dates for assignments and exams including the point values.]
Note: I realize you are were/are asking for a discussion of an adult ed type of syllabus.
Feel free to send me a sample of your syllabus and I'll check it out.
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