B.Ed. (Learning Disability) (LD) Communication Options Manual Options Syllabus - Mumbai University

Introduction

• Communication, language and speech have always been at the centre stage when education of children with deafness is being discussed. Without going into much of judgemental discussions in the direction of ‘either – or’ options to be the ‘best’, this syllabus intends to expose the student teachers to all the dominant options. However, over and above the said exposure offered through compulsory courses, this optional course offers the student teachers an additional opportunity to sharpen the skills in one of the categories of options. This is expected to emphasize use of appropriate options rather than advocating one among the many. Moreover, learning this optional course is also expected to provide wider Career Choices for the Student Teachers.

Objectives

After learning this course the students will be able to:

• Discuss the two manual options with reference to Indian special schools
• Discuss the relevant issues like literacy, inclusion and training with reference to manual options
• Describe manual options in the light of issues like language, culture and identify
• Exhibit beginner level hands on skills in using manual options
• Motivate self to learn and practice more skills leading to linguistic adequacy and fluency

Module 1: Understanding Deafness in Real Life Context

• 1.1 Basic Awareness of Paradigms of D/Deafness (Medical and Social)
• 1.2 Basic Awareness of Deafness and Communicative Challenges / Concerns
• 1.3 Basic Awareness on Deafness with Reference to Culture, Language, Identity, Minority Status, Deaf Gain, Literacy and Inclusion
• 1.4 Basic Awareness of Difference between ISL and ISS;
• 1.5 ISL / ISS: Myths and Facts

Module 2: Advance Understanding of Manual Options and Indian Scenario

• 2.1 Use of Simcom and Educational Bilingualism an Indian Schools: Current Scenario
• 2.2 Challenges, Prerequisites and Fulfilling Prerequisites
• 2.3 Monitoring and Measuring Development of ISL/ISS in Students: Why and How
• 2.4 Training and Guidance for Families on use of manual options: current options
• 2.5 Tuning Mainstream Schools/Classrooms For Students Using Manual Communication: Do’s And Don’ts

Module 3: ISL Skill Development: Middle Order Receptive and Expressive Skills

• 3.1 Practicing ‘Motherese’ (Tuning Language to Suit Young Children) and Age Appropriate Discourse with Children with Appropriate Language, Turn Taking and Eye Contact
• 3.2 Practicing Natural Signing in Short Common Conversations
• 3.3 Practicing Natural Signing in Stories/Poems/Narrations/Jokes
• 3.4 Practicing Natural Signing in Discussing Emotions, Expansion of Ideas and Current Affairs
• 3.5 Practicing identifying linguistic structures of ISL and 5 parameters of signs

Module 4: ISL Skill Development: Towards Higher Order Receptive and Expressive Skills

• 4.1 Insights into grammatical components: Learning to Express Gender, Number, Person, Tense, Aspect
• 4.2 Insights into grammatical components: Practicing Sentence Types: Affirmative, Interjections, Imperative and Interrogative and Negativization
• 4.3 Practicing Sentence Types: Simple, Complex, Compound
• 4.4 Observing Using ISL in Classrooms – Social Science / Science / Mathematics
• 4.5 Basic understanding of native and not native ISL processing

Module 5: ISS Skill Development and Course Conclusions

• 5.1 Practicing Markers (Local Language)
• 5.2 Practicing Syntax in Conversations and Discussions
• 5.3 Observing Using ISS in Classrooms for School Subjects
• 5.4 Resource Mobilization for Skill Development / Training in manual options: (Organized Charity Sources, CSR, Fund Raising Events, Web Based Fund Raising)
• 5.5 Reflections on the Course: From Theory to Practice to Initiating Change

Transactions

• As the course title suggests, this course is expected to be completely an action / practice oriented experience. Lecturers are expected to touch upon basic theory in a rather summarised manner working basically towards skill development and professional conviction needed to apply manual option. Curricular transactions here must involve interactions with adults / adolescents with Deafness and their siblings. The optional course is an extension of the compulsory practical units learnt during the third semester. Brushing up earlier learnt skills and practicing them more in real life situations is therefore recommended. Extensive use of web based material on sign language is also suggested. Modern and communicative approach (as against close door structural approach) typically used for foreign language learning is to be used. Unconventioanl ASK strategy of working first on Attitude, then on Skills and lastly backing it up with Knowledge or theory is expected to work better. Application in diverse situation; importance to fluency and confidence rather than correctness and non purist approach to evaluation is recommended so that the student teachers become independent users of ISL.

Hands on Experience for notional hours: (ANY TWO) 30 Hrs 10 Marks

• 1 Watching videos of individual sessions and classroom teaching of signing. submit reflections on communication process and learning.
• 2 Role play and dramatization in isl. marks assigned to performance.
• 3 Developing learning material for facilitating connectivity among signing, language and cognition
• 4 Recording and submittingself narrated stories / poems.
• 5 Interacting with deaf for practicing expansion of ideas

Essential Readings

• Communication Options and Students with Deafness. (2010). Rehabilitation Council Of India Publication
• Heller, Robert. (1999). Managing Change. Dk Publishing: New York
• ISS Learning Material and Dictionaries
• Paul, Peter V. (2009). Language and Deafness. Jones And Bartlett: Boston
• Teaching Learning Isl Material Developedat Ayjnihh, Mumbai, SRKV Coimbatore and d NISH, Trivandrum
• Zeshan, Ulrike. (2000). Sign Language in Indo-Pakistan. John Benjamins Pub Co:Philadelphia

SuggestedReadings

• Akamatsu, C. T. & Armour, V. A. (1987). Developing Written Literacy In Deaf Children Through Analyzing Sign
• Andrews, J. F., Winograd, P., & Deville, G. (1994). Deaf Children Reading Fables: Using Asl Summaries To
• Bhasha Plsi Vol 38 Indian Sign Language(S). Editors: Tanmoy Bhattacharya Nisha Grover, Surinder Pk Randhawa. Orient Blackswan
• Delhi. New Delhi: All India Federation Of The Deaf, 1981.
• Directory of Rehabilitation Resources For Persons With Hearing Impairment In India. (2000)Ayjnihh Publication
• Evans, L. (1982). Total Communication, Structure And Strategy. Washington Dc: Gallaudet College Press.
• Ezell And Justice (2005). Programmatic Research On Early Literacy: Several Key Findings. Ies 3rd Annual Research Conference: American Speech Language & Hearing Association (Asha).
• Frank, Smith (1985). Reading Without Nonsense. New York: Teachers College Press, 10027.
• Ghate, Prabha (1996). Indian Sign System. Ayjnihh In-House Publication: Mumbai.
• Ghate, R. A. (2009). Survey Of Teachers’ Opinion On Status Of Education Of The Deaf. Unpublished Report Of Rci
• Heller, Robert. (1999). Effective Leadership. Dk Publishing: New York.
• Huddar, Asmita. (Ed) Language and Communication. (2008) Dse Manuals. Rehabilitation Council Of India Publication
• Indian Sign Language Dictionary. 2001. Coimbatore: Sri Ramakrishna Mission Vidyalaya
• Johnson, R., Liddell, S., and Erting, C. (1989). Unlocking The Curriculum: Principles For Achieving Access In Deaf
• Lewis, Rena B. & Doorlag, Donald H.(1999). (5th Ed) Teaching Students with Special Needs in General Education Classrooms. Prentice Hall Inc. New Jersy. Printing Press.
• Unpublished Dissertation And Thesis On Signing, Structure Of ISL And Its Impact On Education
• Unpublished Dissertations And Thesis On Profiling Communication Options In Special Schools In India
• Vasishta M., Woodward J, De Santis S. An Introduction To Indian Sign Language: Focus On
• Vasishta, M.M., Woodward, J. De Santis, S. 1980. An Introduction To Indian Sign Language (Focus On Delhi). New Delhi: All Indian Federation of The Deaf.\\
• Websites For Signed Dictionaries
• Woodward, J (1993). "The Relationship Of Sign Language Varieties In India, Pakistan And Nepal". Sign Language Studies (78): 15–22.