Wednesday, May 2, 2018

Hello everyone, hope you all are doing well and preparing for your exams. I have the privilege of being the last person to start the blog and to wrap up the year. I know that we have all worked hard and learned a lot this semester. Only being a freshman, this class really helped me dive into my major. Several things have opened my eyes to what my major really holds. I’ve realized how important language is when it comes to deaf students.

On Tuesday, we will be participating in a discussion for our Deaf connections project. In all honesty, I’m very nervous to get up in front of the class and take the position of another person. At the same time, I’m very excited to see how everyone has a different perspective when it comes to their role. I think personally seeing the different perspectives and hearing the different backgrounds will be beneficial for when I have students of my own. I think this will help me take in the consideration of the background of each student. I want to be able to have those personal caring relationships with my students. With this all being said I’m curious to see what your feelings are behind this project? Are you nervous or excited? Do you feel like this is beneficial for your major?

Wednesday, April 25, 2018

Changing and/or Challenging Your Mindset

Hey guys! It's Amber!

I have honestly been dreading this blog post since the beginning of this semester. Everybody was posting these really insightful things that made me think. It was pretty intimidating! However, I think I've come up with something will get everyone to reflect on what we've learned over the semester and even before this semester.

I have learned a lot in this class, and a lot of what I've learned has chaged my way of thinking. I think the most memorable moment I've had that really changed my mindset was when we dove into the chapter on the myths and misconceptions of deafness and deaf individuals. I had all of these prior thoughts on deafness and what it meant to be deaf. It wasn't until this chapter that I realized how wrong I was on several things. On that same note, there were things that I knew I was right about, but I didn't really understand why I was right. So, this chapter was really the first moment that my mindset began to open up.

I realize that a lot of you are further along in school than I am - considering I am only a freshman. So, I'm sure you all had some very different things that changed your mindset this semester. If there isn't anything that changed your mindset, what is something that has truly challenged it? What did you decide in the end on this matter or have you decided yet?

Tuesday, April 17, 2018

Tionna's Blog Post

Hey you all! I'm sorry for posting so late! I wanted to touch on a topic that relates to the class and outside of the class as well. Now that the semester is almost over I am sure you have grown to appreciate the class as a whole. During this semester have you connected with not just the lessons but your classmates as well? Do you think having classmates help more than working independently on assignments?  How can a social environment  help deaf students?

During the semester I have really connected with Danielle and Colleen. This really helped me during assignments and projects that we have done in the past.  I think social interaction is very important for everyone. I believe when deaf or hard of hearing students create friendships in a classroom it really helps them with their social skills. Students can help one another, talk to one another about personal problems, or even do activities outside of school. When students are interacting with one another it helps build their language development. Having a balanced social life can create many positive outcomes and opportunists for anyone.

Megan's "Food for Thought"


Hey guys!

It’s finally my week to start a blog post, like Abigayle I was wondering when it would finally be my turn to start a blog post.  I have struggled all year long because I feel as though I had so many good ideas for different units, and now that it’s my turn I am coming up short on ideas to talk about!
I have a few questions that I wanted to ask.  What was your favorite part of Anita’s story/presentation?  What has been your favorite unit to learn about this semester? 

My favorite part of Anita’s presentation was her discussion on how she felt as though she didn’t fit into any of the categories of either Deaf, deaf, or D/deaf.  I loved her discussion on how she was never fully in one side or the other when it came to the hearing and the deaf “worlds”.  She was never completely deaf or she was never completely hearing – such as how she is deaf, but she thinks like a hearing person.  I feel as though this aspect of her presentation was very unique.  It was interesting to hear her story and the different identity struggles that she had.  I think that it really opened my mind into the variety of backgrounds that individuals who are DHH have, and how many of them are trying to figure out their identity and their hearing loss.
One of my favorite units that we have covered has been the modes of communication.  I discussed that last week with Abigayle’s post.  What has interested me the most is the wide range of communication modes that individuals who are DHH could use.  I had no idea what Pidgeon Signed English was, that there was anything like cued speech, or signed exact English.  Coming into this class I thought that the only communication options were ASL, speaking and listening, or a combination of these two.  It really opened my eyes to the variety of communication options there are for individuals who are DHH. 
-Megan Snyder-

Wednesday, April 11, 2018

Abigayle's Post to make you think

Hello All!!

So, over the past twelve or so weeks, as long as this semester has been, I have been wondering what on Earth I would ask when it was my week to start the blog. Well, here we are! Almost done with the semester, to where I can't remember how many weeks we have been here, and it is finally my turn to start the discussion! So, here goes.

Throughout this class we have learned a lot of useful information. Some more useful than others, depending on your major, but nonetheless all useful. Looking back on the semester, there have been a lot of times I have had to open my mind, more than I already have, to accept some things that weren't so easy. Here, let me clarify. I am a Deaf Studies major, as you all may know, and with that most of my classes are taught by Deaf people who have strong beliefs on "How", "Where", and "What" Deaf people should be taught, and on top of that "Who" should be teaching them. So, all of my knowledge prier to this class came from those individuals and their beliefs.

Coming into this class I was expecting one thing, and one thing only, all teaching to be done using ASL. Well, to say I was expecting that one thing is a stretch, but that was what I was mainly expecting. So, you can imagine my surprise when we started learning about the different modes you should/could teach Deaf students. Especially when we went to KSD. Signing and speaking? Never! It was a challenge to be completely honest.

I promise there is a point.

There are many things I have learned in this class, and with needing to post on the blog this week, it has forced me to reflect back on everything I have taken from this class so far. Not just what I took notes on, but the things I can really take away from this class once this semester is over. There are a lot of things from this course that will benefit those of you who are Deaf and Hard of Hearing Education majors, but for me, someone who has no desire to teach at all, there were things for me too.

Out of everything, the one thing I feel is most important, for life but especially for this class:
"Always keep an open mind"

I came into this class expecting one thing. Thinking that "Simultaneous Communication" is a no-go no matter what, but when it comes to teaching these children you need to put your views aside and respect the parents choice on how they want their child to communicate. Plus, you always want every child to have the same amount of access to the information.

Alright, I have now come to the point where I will ask you a question. Out of everything in this class, yes I am asking you to also reflect on this semester, what have you learned that you can truly use after this course? No matter the major, with whatever you have going on in your lives, what really made you stop and think?

P.S.
I apologize for the long post. But, I ask you all to also open your mind to new ideas! You do not always need to agree, but it is always best to accept other's views as being just as valid as your own.

-Abigayle D.

Wednesday, April 4, 2018

Labeling

Hey guys, it's Abigail Gulley! I am in charge of beginning the blog this week and I am excited to hear your responses. On Tuesday we talked about the different stages of Deaf individuals forming an identity for themselves. I thought that it was neat to discuss because I have never seen them before. However, I wanted to discuss why labels are so bothersome and annoying to certain individuals? Do you think that we can overcome labels? If so, how?

 A label is simply something that people make up to "stick" onto someone to give them a place to "belong", to be like their "kind." Finding a clique is in our genetic makeup, we want to be accepted by our peers so we search in labels to find our "home". I find it interesting that labels in the hearing world was not mentioned in working to understand labels in the Deaf community; There really is no difference. Where I find the problem is that other people place labels on us. While listening to Anita talk she repeatedly said "they." Example: "I classified myself as Deaf but THEY said that I was hard of hearing." "How am I hearing?" she said "I cannot hear!!!" "You're hard of hearing because you are so vocal." Often times people place a label on us (or the Deaf) before we can get a sense of who we are. The issue in labeling is that WE do not get to choose, others choose for us. Anita continued to talk about how she struggled after that point in identifying what she classified as because she grew up in a "hearing" life but she was deaf. I find labels to be bothersome because others feel empowered to decide who we are for us. I believe that labels can be overcome with individuals that have unwavering determination and a loving attitude.

Monday, March 26, 2018

Whitney's Post

Hi friends!
I know this is late notice but I am driving tomorrow and have two seats left if anyone needs a ride just let me know on here or get my number from someone!!
    Since the KSD trip is tomorrow I find that it will be a good topic to discuss this week. I have a couple questions which are 1.) what are your personal feelings about tomorrow? 2.) What are your expectations of yourselves and the students? and 3.) Have you ever watched a lesson or observed a classroom with students who are deaf or hard of hearing? 4.) I know several of you aren't DHH majors so what are your concerns or thoughts about tomorrow? If you don't answer this until after feel free to give your feedback on how you feel after and what you learned if you want too or answer the questions whatever is best for you!
     My personal feelings about tomorrow are I am so excited to be able to go, I feel it will provide us with a great learning experience and of course allow us one on one experience with the children. I believe we will know if we are meant to be teachers of students who are deaf or hard of hearing by having experience with them and by learning from them. My expectations of myself is of course to be on time, but to gain as much knowledge as I can and to ask questions to fully understand everything. It isn't every day we get to go to KSD so I am going to soak everything I can. And lastly I have observed a lesson given by an ONM but I have never observed a lesson given to students who are deaf and hard of hearing, of ever observed a classroom. But as a DHH major it is very exciting and I look forward to watch Mrs. White give a lesson.

Thursday, March 22, 2018

KSD Trip

The activity at KSD will start  at 6 p.m.  It would great if we could arrive between 5:50 and 5:55. 

I will be on campus due to an earlier meeting.  If anyone needs to ride with me please let me know in the contents.  If students can arrange riding together then that will save me a trip back to Richmond.  However, I do not mind at all to take someone.

Please let me know here if you have questions about the trip and I would be happy to answer them here.

Monday, March 19, 2018

Brooklyn's Post

Hey everyone!
Last week in class we talked a lot about cognition and memory! When discussing, a few of us mentioned different methods we use to remember content for our short term and long term memory. Out of the 4-5 that shared, some methods were similar and some were completely different! Out of curiosity, what is your personal system to retain information for a short or long term period?

Personally, when I study for an exam and know the content is not cumulative and not related to my major in any way, flashcards on Quizlet is the first tactic I resort to. When the information is more difficult, I'll write out the flashcards by hand instead of typing them out online. Unfortunately, only the flashcards that I continue to get wrong and struggle with are the ones I retain for long periods of time. General education courses such as philosophy, have utterly left my memory. On the other hand, when it comes to material that I know will be beneficial later on and I must retain for future reference, I write down everything. My thoughts, concepts, and lecture material is all written by hand and usually rewritten at least once. I also like to make fill-in-the-blank questions by hand so I can quiz myself at the end. Most of all, talking about concepts with fellow classmates and peers allow me to retain the most. When I put concepts into my own words, I am able to understand it in a way that is suitable to me personally!

Wednesday, March 7, 2018

Kelli's Post

Hey everyone!

Personally, do you believe that cognition occurs before language, language occurs before cognition, or that the two occur interdependently? On another note, which habits of mind do you feel would be more difficult than others to implement in a classroom?

I feel as if the cognition debate can be looked at in many ways. When Dr. White asked the question last night, I immediately thought that cognition occurs before language. After more thinking, I felt as if language is necessary to be able to learn and think. Therefore, I believe the two function interdependently. Out of the habits of mind, I think some of the hardest things to do as an educator would be to implement persistence. Of course we can encourage students and emphasize the importance of not giving up, but at the end of the day, doing these things are ultimately the students' choice and dependent upon their attitude. As future educators, I think this is a very important topic to think about!

Monday, February 26, 2018

Hannah's Post

Hi everyone! So since we just finished up our presentations/papers about the Historical Figures, I want to know which Historical Figure stood out most to you and why. Please pick someone you did not present on :)

The Historical Figure that stood out to me is Sophia Fowler Gallaudet. I think she stood out most to me because of everything her and her family accomplished and are known for. I think it is so interesting that she was the only one who was deaf in her family yet her husband and son have had such a large impact on the deaf community.

Saturday, February 24, 2018

Hey everyone!
We just wanted to make a post to let everyone have as reference for more in depth facts and accomplishments of our historical figures!

Laurent Clerc: (1785-1869)

·      Born December 26th, 1785 in La Blame-les Grottes, France.
·      He came from a family of royalty.
·      His father, Joseph was the mayor of their village and his mother’s father was a magistrate in another town.
o   Overall, his family knew and practiced law.
·      At age one, fell from his high chair into the kitchen fireplace.
o   Right cheek severely burned
o   Fever
o   Senses of hearing and smell were damaged
·      His name-sign comes from the scar on his right cheek from there to his mouth.
·      His parents tried different treatments to restore his hearing.
·      The next 11 years, he stayed home tending to their farm.
·      He did not go to school or learn to write.
o   Once he was deaf, he did not have an educator or a mode of communication.
·      At age 12, he was sent to the institut National des Jeune Sourds-Muets, the first public school for the deaf in the world.
·      Abbe Margaron tried teaching him to pronounce words.
o   He had difficulty and resulted in receiving a violent blow under the chin.  
§  This caused him to swear he would never speak again.
§  This gave him the belief that signing is the best method of communication for deaf students.
·     In London, Thomas Gallaudet was introduced to Clerc.
o   This is when he was invited to attend their classes at the Institution in Paris and he accepted.
·      Clerc gave private lessons to Gallaudet and became his “master teacher”
o   This caused him to ask Clerc to come with him to America to establish a school of the deaf there. He was 28 years old.
·      In 1816, Clerc and Gallaudet left for America on a voyage that lasted 52 days.
o   Gallaudet taught Clerc the English language and Clerc taught him signs.
·      The day they arrived in Hartford, CT. He met Alice Cogswell this same day.
o   They communicated with sign association. This motivated him more.
·      Through speeches from October 1816-April 1817, speeches were delivered and brought thousands of dollars to support the foundation of building a new school.
·      On April 15, 1817, the American School for the Deaf opened for seven students with rented rooms.
o   Gallaudet was the principal, Clerc was the head teacher.
o   Students filled the school within a year and ages ranged from 10-51 years old.
·      Clerc later went to Washington D.C in 1818, to gather support from Congress.
o   Here, he was introduced to President James Monroe and applauded for his work.
·      In 1819 he became the first deaf individual to address the Connecticut legislature.  
·      In 1822, he was invited to be the acting principal of the Pennsylvania Institution.
·      He taught for 50 years in 41 states.
·      He retired in 1858 but remained an advocate for education.
·      In June 1864, at age 79 he was the guest of honor at the inauguration of the National Deaf-Mute college, now known as Gallaudet University.
·      On July 18, 1869, he passed away.

Anne Sullivan: (1866-1936)
·      Born April 14th, 1866 in Feeding Hills, Massachusetts
o   Parents were poor, illiterate Irish immigrants.
o   Mother frail, suffering from tuberculosis
o   Father was unskilled and an alcoholic
·      In her early years she was unschooled and nearly blind from untreated trachoma by age seven
o   Mother died when she was 8
o   Father was abusive
o   Two years later he abandoned his family
·      On Feb 22, 1876 Anne and her brother Jimmie were sent to the state almshouse in Tewksbury, Massachusetts.
·      Her brother died a short time later, and she spent four years at Tewksbury until she plead to leave and enroll in the Perkins School for the Blind in Boston, Massachusetts.
·      At Perkins in 1880, she finally began her academic education
o    quickly learned to read and write.
o   She learned to use the manual alphabet to communicate with a friend who was deafblind.
·      She had many successful eye operations while at Perkins, which improved her sight significantly.
·      She graduated from Perkins in 1886 as valedictorian.
·      The Keller family offered her to come to Tuscumbia, Alabama to tutor their deaf, blind and mute daughter Helen.
·      In March of 1887 she began her lifelong role as Helen Keller’s beloved teacher.
·      She taught Helen for 13 years
o   Accompanied her to Cambridge, Massachusetts in 1900 where Helen went to Radcliffe College.
o   Went with Helen to every class, spelling into her hand all lectures, demonstrations, assignments.
o   Helen received bachelor of arts degree.
·      Met John Albert Macy at Radcliffe and fell in love
o   Married on May 3, 1905
o   Separated 1914
·      Spent years after living in Wrentham, Massachusetts and then in Forest Hills with Helen and Polly Thomson.
·      1916- Annes health began to weaken
o   Incorrectly diagnosed as having tuberculosis
o   Ordered to recuperate at Lake Placid – Polly went with her
o   They soon left Lake Placid for the warmer climate of Puerto Rico
o   Returned to Forest Hills when US entered WWI
·      The three women traveled widely in the US and after WWI, other countries.
o   They gave lectures, performances, and appeared in a film titled “Deliverance”
·      1924: Anne and Helen began to work for the American Foundation for the Blind as advocates, counselors and fundraisers.
·      1930-1931: Temple University in Philadelphia, PA wished to recognize Anne and Helens achievements with honorary degrees. Anne accepted the honor.
·      1936: Died at home in Forest Hills, NY on Oct. 20 at the age of seventy.

Thursday, February 22, 2018

Information About Andrew Foster and Annie Cannon

Hey guys its Megan! Since we did not get the opportunity to go through all the cards I wanted to share all the information with you all.  Hope you guys enjoyed our game! Let us know if you have any further questions (or want further clarification) when it comes to accommodating someone who is DeafBlind or any further questions for Danielle let us know!  There are no questions off limit!


Andrew Foster

1. Andrew Foster was the son of a coal miner born on June 27, 1925 in Birmingham, Alabama.
2. He graduated from the Alabama School for the Deaf with an 8th grade education
3. He worked a variety of jobs in Detroit, Michigan such as a restaurant work, a bakery, a laundry, an auto and military factory, and as a truck driver, stock handler, boxer, and even a salesman selling women's hosiery door-to-door.
4. In 1951 he graduated from the Detroit Institute of Commerce and the American High School and received a 4-year congressional scholarship to study at Gallaudet University.
5. Foster was the first Black deaf graduate of two more institutions: Michigan State Normal College in 1955 and Seattle Pacific Christian College in 1956.
6. Dr. Andrew Foster was a deaf African American who founded 32 schools for the deaf in 13 African nations.
7. His 60th anniversary of his arrival in Liberia and Ghana and the 30th anniversary of his tragic death in Rwanda airplane accident both occurred in 2017.
8. Foster served in “the inner-city ghetto neighborhoods” to “rehabilitative” deaf African Americans; during this experience, he discovered that there were only 12 schools for the deaf in Africa.
9.   In 1957 Foster found that an “unknown numbers of deaf children were illiterate, language less, and isolated” in Ghana.  It was reported that there are no records from Ghana of any known programs, schools, and teachers for the deaf from that time.
10.  Some researchers claimed that there was no sign language in Ghana before Foster arrived.
11.  In 1957, Foster borrowed a classroom from Osu Presbyterian Middle School for Boys in Accra, from which he launched the Ghana Mission School for the Deaf.  He is said to have initially enrolled 13 deaf children and 11 deaf adults, whom he taught at different times in the same borrowed classroom.
12.  Foster enrolled and taught a total of 53 deaf students.  He taught one class for deaf children, a basic education class for deaf education for youth and adults
13.  By January 1958, Foster found an “uncompleted house at Mampong in the cool Akwapim hills”. He later rented this house, renovated it, and then moved his school from Accra to Mampong.
14. He lost his hearing at age 11 years to spinal meningitis
15. In the meantime, the Ghana Mission Center for Deaf Adults and Youth remained in the Osu neighborhood of Accra. That same academic year more than 100 deaf students enrolled at the Ghana Mission School for the Deaf, while several hundred queued up on a waiting list.




Annie Cannon

1.  Annie Jump Cannon was born December 11, 1863 in Dover, Delaware.
2.  She was one of three children.
3.  Through her experience working with stars she rarely touched a telescope.
4. She created a system for stellar classification that was adopted by the International Astronomical Union and is still in use today.
5. Cannon used her classification system to catalog 225,000 stars, and published her work as the “Henry Draper Catalogue,” which became an important reference tool.
6. Her mother shared an interest in astronomy with her.  The two had a close relationship, and would view the night sky from the roof to their house, taking notes and comparing constellations with a guidebook by candlelight.
7. She lived with her parents and indulged in activities that were typical of women in the nineteenth century which included cooking, playing the piano, and reading.
8. In 1911, Cannon succeeded Fleming and began to implement a new and improved system of classification, based on Fleming's work. Cannon selected the letters OBAFGKM to represent stellar temperatures in a range from the hottest to the coolest stars. "O" stars are the hottest, now known to be hotter than 30,000 kelvins, and emit blue rays; "M" stars are cooler than 4,000 kelvins, and emit red rays.
9. Using this method, Cannon classified every star that had been recorded at the observatory, down to the ninth magnitude. This project involved approximately 225,000 stars. Her work was published in nine volumes between 1918 and 1924, as the "Henry Draper Catalogue”.
10. Cannon went on to classify stars down to the eleventh magnitude (these stars are fainter, and can be viewed with amateur telescopes). These results were published as the "Henry Draper Extension" in 1925 and 1949.
11. Cannon enjoyed traveling, and attended many meetings of the International Astronomical Union in different cities around Europe. This provided her an opportunity to meet astronomers from around the world.
12. Even though she was partially deaf, she never had a problem communicating, and her deafness did not interfere with her work.
13. Cannon died of heart failure and arteriosclerosis.
14. The American Association of University Women (A.A.U.W.) honors Cannon each year by presenting the Annie Jump Cannon award to a female astronomy student. Wesley College named the Cannon Science Hall in her honor, and Cannon's childhood home is now used by the college as the president's residence.



Wednesday, February 21, 2018

KSD Trip

Hey guys! So I've been thinking about about our trip to KSD that's coming up next month, and I was wondering what y'all are excited for or nervous about. I think it's going to be a great experience that could give good insight to what a Deaf Education classroom looks like. For those of you who are future Deaf Educators like myself, how are you going to set up your classroom?

For our trip to KSD, I am super excited to be around students who are deaf. Even though I grew up 10 minutes away from the school, I've never seen much going on around campus. I would love to be able to see instruction at all grade levels, but the younger class should be fun. I am a little nervous about my ASL skills being insufficient for what will be needed when we go. I took a year of ASL in High School but I didn't get to sign much last semester so I'm a little rusty.
Being a future educator, I want to set up my classroom that best benefits my students. I would set up my classroom in a circle/U-shape so that all my students could see each other and conversation would (hopefully) flow smoothly. I also want to have my room a bright and cheerful color to set a positive mood.

Tuesday, February 20, 2018

Follow Up

Hey guys, it's Tionna! So I decided to put this information on the blog just in case people were interested about Alexander Graham Bell or Helen Keller or just wanted this information. Here are our ten questions and answers below (Feel free to ask any questions if you are confused and Colleen or I will try to help as much as we can):

1. Who termed the word "decentralizing"? *AGB
- Bell sought to integrate deaf children with hearing children in their communities.

2. Who argued without speech deaf children would never be able to participate fully in society? *AGB
- Bell believed that oral-ism would mainstream deaf children and allow them to flourish in society.

3. Whose father was the creator of a program called visible speech (which used symbols to teach deaf people how to speak languages they'd never heard? *AGB
- Bell's father was a elocutionist which is the study and practice of goal delivery.

4. Who wanted more deaf-hearing marriages? *AGB
- Bell believed that the more deaf/deaf marriages that occurred would result in more deaf children. Also more deaf/ hearing marriages would allow for more mainstreaming into the hearing community. 

5. Who sparked a debate between manual-ism and oral-ism which continued to this day? *AGB
- Bell encouraged oral-ism to mainstream the deaf population into the hearing world.

6. Who was awarded the Presidential Medal of Freedom in 1964? *HK
- Keller got awarded for her work for helping other with disabilities.

7. Who visited 39 countries during their life time? *HK
- Keller went all around the world to encourage establish schools for deaf and blind students.

8. Who passed away in their sleep? *HK
- Keller passed away due to natural causes in her 80's.

9. Who graduated from Radcliffe University? *HK
- In 1904, Keller graduated at the university and was the first person to earn a degree deaf and blind.

10.  Who was born in Alabama? *HK
- Keller was born in Tuscumbia, AL

- I hope this helps anyone that needed this, you guys have a blessed night!









Wednesday, February 14, 2018

Historical Figure Activity - Schedule for Activities

I am looking forward to participating in the activities you will conduct with our class next week to help us learn more about the historical figures you have been studying.  Remember as posted:

Student Essays Due Friday, February 23rd by Midnight
Student Presentations Due in Class February 20th & 22nd

I am posting the schedule here on the blog so you can sign up for when you would like to do your activity with the class.  First post in the comments and claim a time here on the blog...the first to have that time slot!  <grin> 

Tuesday
  • 6:15     Cassidy & Whitney
  • 6:45     Brooklyn, Courtney & Kelly
  • 7:00     Colleen & Tionna
Thursday
  • 6:15     Abigale & Hannah & Victoria
  • 6:30     Abigayle & Faith
  • 6:45     Amber & Miranda
  • 7:00     Danielle & Megan

As I see the comments I'll update the schedule and repost.

Tuesday, February 13, 2018

Why?

Hi y'all, I guess I'm in charge of the blog this week. I've got a few questions that hopefully you all can help answer. First question, what are your majors and what would you do with that major? Second question, why did you choose that major? Third question, if you could have any job what would that be? I think majority of the group is planning on teaching in some sort of way. I know these questions might seem  silly, but when you sit back and find the core of yourself and why you are doing what you are doing hopefully that motivates you throughout this semester. This semester is going to fly by so sometimes a little reminder is a good thing.

Hi, my name is Victoria McKay, when I graduate from Eastern Kentucky University I hope to be an Occupational Therapist. When I was asked as a kid, even in high school, what do you want to do after you graduate. I never really had an answer until the end of my junior year, that is when I was introduced to Occupational Therapy. From that point on I have shadowed several different occupational therapist in several different locations, each time motivating me more and more to be an occupational therapist. When people ask me what does an occupational therapist do, I try to come up with a simple answer by giving them examples of what they do. Occupational therapist help people become independent or regain their independence. They can work with any age group and the techniques tend to be the same. The work on fine motor movements such as being able to button clothes, tie shoes, or hold a pencil. One of the most common patients that I saw while shadowing was a hip replacement. One of the moments that has stuck with me is when one of the patients showed me how he washed his face, brushed his teeth, and put on deodorant. That doesn't sound to impressive until you realize he doesn't have arms, his right arm ended at the forearm and his left was above his elbow. I have always wanted to help people and I think that this career is a perfect fit for me.

Can't wait to read what y'all post! :)

Monday, February 12, 2018

Guest Speaker & KSD Trip

I have now confirmed our Guest Speaker & the date for our KSD Trip.  

We will travel to KSD and have our class with the kids in the elementary dorm on Tuesday, March 27th.  You may wish to carpool with others in the class.  If you need a ride or are willing to take others with you in your car - you can comment here to begin to make those arrangements.  If there are enough students to ride with one another I will not drive from Frankfort to Richmond to Danville.  However, if there is a need for me to provide transportation, I can do that.

Next, I am excited to bring back to my class one of the speakers students have talked about long after she has been to the class.  Anita Dowd is deaf and is the Executive Staff Advisor at the Kentucky Commission for the Deaf and Hard of Hearing.  She oversees the Information, Referral and Advocacy Department, and has worked for KCDHH since 1998. She enjoys traveling around the state sharing presentations related to hearing loss for various
organizations and agencies. She is also passionate about advocating for deaf and hard of hearing issues. Anita attended Gallaudet University and graduated from Eastern Kentucky University. She has two awesome daughters that also have hearing loss. She lives in Lawrenceburg with her youngest daughter and her four-legged family: two cats, two rats and a dog, but everyone knows this can change at any moment. She has also owned a snake, a turtle and she’s thinking about adopting a few chickens!  Anita will be joining us on March 29th to speak to the chapter on Forming an Identity! 




Yes, this means I'll be updating the schedule again!!

Tuesday, February 6, 2018

DeafBlind

If you had a  student in your class that is DeafBlind meaning they have a combination of vision and hearing loss affects gain information visually and auditorily how do you think you could accommodate that studen? I am myself DeafBlind and fall in to this category. I am totally blind and have mild to moderate hearing loss and have hearing aids for both ears. you  may also ask me questions about deafBlindness.   
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Friday, February 2, 2018

Historical Figure Project

Your first assignment/project for the class is to dig into Deaf Education History.  You will work with one or two other students to learn about individuals who have made significant contributions to the field of Deaf Education or have had a significant impact on the lives of Deaf individuals.

The key is then helping your classmates learn significant information about these individuals in a fun and engaging way!  You and your partner must select two individuals and no group may do the same person as another group.  You must notify me by Thursday, February 8th who you will study and share with us.  I'll keep an updated list here on the blog.

The sooner you choose with whom you are working, the sooner your group can decide who you want to study.  This folder in Blackboard has significant resources for you to use.  Previous semesters this was a different type of project so you can see some presentations students did.  This can give you an idea of WHO to do but not WHAT to do in terms of an activity.

We will talk more about the types of activities and WHAT to do in your activity in class.  The rubric you will use to help guide you in developing it or how it will be scored is in Blackboard.

Post any questions you have about this project here in the Comments and I'll be happy to answer them here.

MRS. WHITE

Monday, January 29, 2018

Thoughts on Best Seating Arrangements for DHH Students

In class last week we were challenged to think about how the classroom could be organized to create a better classroom environment for Deaf and Hard of Hearing students.  What do you think is the best way for Deaf and Hard of Hearing students to learn?


As proposed in class a few weeks ago we went over a couple pictures and briefly discussed what classroom environment we thought was best for Deaf and Hard of Hearing students.  I think that the best environment is a class with a board in the center so that all students can see.  In ASL class we have all the seats in a semicircle so that all students can see the teacher as well as see each other when signing.  It is also important to have good lighting, otherwise it is hard to see when someone else is signing or to see someone’s face when they’re using facial expressions.  Facial expressions are extremely important to ASL because that is how an individual expresses grammar.  Additionally, I think it is important to utilize visuals and hands on activities because it would be better to reinforce the material.  In general, I feel as though visuals would be extremely beneficial when teaching Deaf or hard of hearing students because they tend to pick up on more fine details and such.  Of course, it would be hard to implement any auditory lessons into the classroom because it would have to be very loud for them to hear it.  I think that it also depends on the class size and the environment that you are teaching in.  It can be very challenging to teach a large class of Deaf and hard of hearing students.

Sunday, January 28, 2018

Week 3 Blog Question

Hi everyone,

This past week in class we discussed the different options for the educational placement of DHH students. My question for you all this week is about where you see yourself working as a deaf educator? Is it at a residential school where all your students will be deaf or hard of hearing, or maybe as a resource service, working one on one with students who are placed in a general education setting? For general education majors, how will you use your knowledge of the different education placement options to provide your students with the best education? For deaf studies majors, how does this information on different education placement options impact your future working with the Deaf community?

As a DHH education major, I see myself first working as a resourse service for a public school, working individually with the deaf students of that school system. In the future, once I have become more solid and fluent in my ASL skills, I hope to work at a residential school like Kentucky School for the Deaf.


Friday, January 26, 2018

Question About "Field Trips"

Hey guys! I am currently going over the calendar to try and request off work so that I can attend the trip to KSD and any other days.  I feel really dumb - but I can't seem to find them on the calendar... maybe I'm just overlooking it?  Does anyone see what days they are?

Thanks!

Wednesday, January 24, 2018

Week 2

Hello classmates,
First to start off the blog! Yippee! I'm going to post a question and Courtney you may ask a question to go with it or you can start your own post with your own question. I know someone brought this up during week 1 and I'm curious what others might have to say. What is your biggest fear of teaching the Deaf and Hard of Hearing? For me, my worry right now is just my confidence in my ASL. Just like everyone speaks differently, everyone signs differently and I'm worried I won't understand a parent signing because they learned a different sign for something.

So what are yours? And if you don't plan to teach or just taking the class to better understand the Deaf and Hard of Hearing what do you think would be worrisome in teaching?

Colleen Martin

Tuesday, January 23, 2018

Thursday Night Online Class - Chapter 1

We WILL be having class Thursday ONLINE via Blackboard.  Here is how you will access the online environment we will use.
1.  Log into our course in Blackboard.
2.  Click on Blackboard Tools
3.  Click on Blackboard Collaborate Ultra
4.  Click on SED337
5.  Click on Join
6.  Wait while you enter and are connected to the audio and video in the room.
The room is currently set up so you can go make sure you can access it between now and Thursday evening.  
We will conclude our discussion of CHAPTER 1.  We will review what we discussed and finish the content we did not complete.  
You do NOT need to read/prepare chapters 2 or 3 for Thursday.  We will do chapter 2 on Tuesday night when we resume in our classroom.  Please share any questions or comments here.


Thursday, January 18, 2018

Student Blog STARTERS

ALL students are encouraged to post their own ideas, questions, interesting finds on the blog each week.  The posts can be related to the topics in class that week, generally related to the course or the weekly student posted ideas.  

It will be fun to focus on this form of communication throughout the semester in addition to our in-class discussion.  It will be interesting to see which weeks we can get the most engaging dialogue occurring to spur our thinking and help us to LEARN.  

Each week a specific student will be responsible for STARTING and facilitating the conversation on the class blog. All students are expected to participate.  

Here is the schedule for students to lead and facilitate the discussion.  We'll use two students to start us off for Week One, starting next week!



STUDENT BLOG STARTERS
Week of
January 23rd                           Courtney Plowman, Colleen Martin
January 30th                           Cassidy Dalton
February 6th                           Danielle Burton
February 13th                         Victoria McKay
February 20th                         Faith Rodgers
February 27th                         Hannah Smallwood
March 6th                               Kelli Smith
March 20th                             Brooklyn Bishop
March 27th                             Whitney Miniard
April 3rd                                 Abigail Gulley
April 10th                               Abigayle Doherty
April 17th                                Megan Snyder, Tionna Sanders
April 24th                               Amber Conley
May 1st                                  Miranda Eggleston