Syllabus for Aural/Oral II

Course Number: 
Aural/Oral Communication for the Deaf II
DFED 2322/SLPA 3653
Spring 2010
 
Course: Oral/Aural Communication for the Deaf 2
            Tuesday/Thursday 3:30-5
            Canning 205
Professor: Dr. Cylathia Daniel
            Canning 212 (office)
            574-1241 Office
            574-6331 home/cell
     
Text: Choices in Deafness: A Parents’ Guide to Communication Options, 4th Ed, Sue Schwartz, Ph. D.
 
Course Description:
Continuation of DFED 2133. Prerequisite: DFED 2133
 
Rationale:
Any person seeking to enter the field of education of deaf students or hoping to work with people must have an understanding of the various philosophies and methodologies available in this field. Teachers especially must be able to evaluate the various educational positions and programs in order to develop their own philosophies. Additionally, the number of children entering into programs for the deaf with cochlear implants is increasing and it is very important that teachers of the deaf as well as speech pathologist understand the needs of these children.
 
Course Outcomes:
Upon completing course requirements, the student will be knowledgeable in the areas of historical and ethical issues of cochlear implants, surgery and programming, habilitation, auditory and speech reading training.
 
Procedure:
This class meets twice a week for one and one half hours. These class meetings will be used for lecture, class discussion, videos, paper presentations; individual and group work on course requirements, library and internet assignments.
 
Course Objectives:
These objectives are directly related to the CEC-CED Curriculum Component Accreditation documentation
1.      Identify and describe the anatomy and physiology involved in hearing
2.      Explain the impact various audiological, environmental, and medical factors have on the reception perception, and production of speech.
3.      Evaluate auditory skills (threshold testing, speech audiometry, functional listening skills)
4.      Create learning opportunities that facilitate a child’s understanding and use of auditory input (auditory skill development)
5.      Create learning opportunities that facilitates a child’s understanding of speech reading skills
6.      Identify and explain the function and use of all types of hearing aids, auditory skill development equipment and cochlear implants
7.      Troubleshoot listening devices
8.      Understand and describe the Ling 6 sound test
9.      Understand and describe the various auditory/oral education of deaf and hard of hearing students, and the various types of educational settings available, including “mainstreaming,” and the advantages and disadvantages of each.
 
Course Requirements
1.      Each student is responsible for reading all assignments.
2.      Each student is required to take all tests.
3.      Each student will prepare article abstracts from the list of options given. The rubric for the article abstracts is on the web site and will be the first page of the abstract.
4.      Students will create learning opportunities that facilitate a child’s understanding and use of auditory input (auditory skill development).
5.      Students create learning opportunities that facilitates a child’s understanding of speech reading skills.
6.      Students will locate a cochlear implant or other deaf listserv or blog to participate in on line. Students will need to participate at least 10 times and turn in a discussion of the listserve or blog conversations.
 
Evaluation
Grades will be assigned on the basis of course requirements and regularity of attendance. Everything is graded on a 100% scale. Extra credit will be added to the end of the trimester grade. Extra credit is 5 points each for full credit. Students should be prepared to share articles and internet search on day they are turned in. Tests will be available on line for review but must be completed in class.
 
Date       Activities                                                                                                          Materials Due
T 1-12
Introduction, Letter of Intro., Getting on line
 
TH 1-14
Ch 1, 2, 3, Auditory testing
Letter of Intro
T 1-19
Ch ,4, 5, Review for test
 
TH 1-21
Lesson plans, Test, listserve or blog
 
T 1-26
Share articles, Sound and Fury video
1ST article (medical)
TH 1-28
Ch 6, 7, 8, Ling 6 sound test
 
T 2-2
Share articles, review for test
2nd article (technology)
TH 2-4
Internet search, Test
Lesson plans ideas
T 2-9
Ch 9, 10, Speech Reading
 
TH 2-11
Ch 11, 12
 
T 2-16
Ch 13, Review for test
 
TH 2-18
Test
 
T 2-23
Share articles
3rd article (options)
TH 2-25
Ch 14, 15, 16
listserve/blog due
T 3-2
Share lesson plans
Complete lesson plans
TH 3-4
Share internet search, review for test
Internet search
T 3-9
Cumulative test
 
TH 3-12
Return tests
 
Scheduling and activity changes may take place at the discretion of the professor. Materials may be turned ahead of time if completed. Article abstracts will be graded for grammar and spelling as well as content. Work may be revised and turned again the next class period for a better grade. It is advised that students make use of the Writing Lab in Davis Hall before turning in final drafts of papers. Test may not be retaken for a better grade. Notes and textbooks may be used on the tests. Plagiarism and cheating will be dealt with severely.
 
Course Objectives:
These objectives are directly related to the CEC-CED Curriculum Component Accreditation documentation
1.      Identify and describe the anatomy and physiology involved in hearing
2.      Explain the impact various audiological, environmental, and medical factors have on the reception perception, and production of speech.
3.      Evaluate auditory skills (threshold testing, speech audiometry, functional listening skills)
4.      Create learning opportunities that facilitate a child’s understanding and use of auditory input (auditory skill development)
5.      Create learning opportunities that facilitates a child’s understanding of speech reading skills
6.      Identify and explain the function and use of all types of hearing aids, auditory skill development equipment and cochlear implants
7.      Troubleshoot listening devices
8.      Understand and describe the Ling 6 sound test
9.      Understand and describe the various auditory/oral education of deaf and hard of hearing students, and the various types of educational settings available, including “mainstreaming,” and the advantages and disadvantages of each.
 
Satisfactory completion of DFED 2322 will contribute to the following General Competencies for Licensure and Certification:
 
Competency #1: The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that makes these aspects of the subject matter meaningful for students.
 
Competency #2: The teacher understands how students learn and develop and can provide learning opportunities that support their intellectual, social, and physical development.
 
Competency #3: The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.
 
Competency #4: The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students’ development and critical thinking, problem solving, and performance skills, and effective use of technology.
 
Competency #5: The teacher used best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus providing opportunities for success.
 
Competency #6: The teacher develops knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
 
Competency #7: The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, the community and adapts instruction based upon assessment and reflection.
 
Competency #8: The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner.
 
Competency #9: The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities to grow professionally.
 
Competency #10: The teacher fosters positive interaction with school colleagues, parents/families and organizations in the community to actively engage them in support of students’ learning and well-being.
 
Competency #12: The teacher understands the purpose of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change whenever the change leads to greater student learning and development.
 
Competency # 13: The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.
 
Competency #14: The teacher understands the Oklahoma core curriculum and is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS).