Deaf Learners: Development in Curriculum and Instruction

Index

253 Index academic placement, 3–4, 10, 190–91 academic rigor, 193 academic success current emphasis on, 4 of deaf and hard of hearing students, 179, 227 early access to language and, 194 impact of parents on, 180–81, 193 predicting in alternative school settings, 185–86 self-efficacy and, 62 access to education, 190 accommodations in general education classrooms, 103–4 issues concerning tests, 168–71 accounting, 123 ACE-D/HH. See Association for College Education— Deaf/Hard of Hearing additive curriculum design, 122–23 adjunct questions, 60 Aligning Transition and Standards-Based Education, 19 alphabetic systems, 43 alternative schools performance of deaf students, 185–86 placements issues, 10, 190–91 ambulation skills, 137 American Annals of the Deaf, 5, 57 American Association for the Advancement of Science, 61, 63 American Manual Alphabet, 48, 49, 53 American School for the Deaf, 46, 61, 181 “American Sign Language,” 214 American Sign Language (ASL) benefits of proficiency in, 218 in Bi-Bi programs, 212, 213 in classrooms, 211, 212, 213, 214–16 as a complete language, 53 English literacy skills and, 215–16 in IPC theory, 207, 208, 212, 216–17, 218 literacy in, 41 mathematics performance and, 34–35 oral-manual controversy and, 4 as primary language, 214–15 print literacy and, 48, 49 Americans With Disabilities Act, 168 apprenticeships, 153–54 art education, 122 ASCD. See Association for Supervision and Curriculum Development ASL literacy, 41 Assessment of Children: WISC-IV and WPPSI-III Supplement, 165 assessments. See also tests accommodations and, 168–71 bilingual children and, 171–72 developing a general framework for, 167–68 ecological, 131–32 functional, 137 misuse of, 165–66 purposes of, 171 recommendations for, 172–74 Association for College Education—Deaf/Hard of Hearing (ACE-D/HH), 222, 228, 232, 233, 234 Association for Supervision and Curriculum Development (ASCD), 24 augmentative communication systems, 135–36 “back to basics” movement, 7 “backward design process,” 19–20 Beethoven, Ludwig van, 122 behavioral skills, 136–37 behaviorism, 31 Bi-Bi programs. See bilingual-bicultural programs bilingual-bicultural (Bi-Bi) programs, 48, 211, 212, 213 bilingualism, 218 black Deaf community, 119 body composition, 76–77 body fat, 76, 77 bound morphemes, 42–43 Bragg, Bernard, 122 Bruner, Jerome, 20, 68, 69 254฀ Index Buddhas in Disguise, 119 Butts, Freeman, 6 captioning, 59 cardiorespiratory endurance, 76 career counseling, 149 categorization, 203 CED. See Council on the Education of the Deaf Choosing Options and Accommodations for Children, 133 Clarke School for the Deaf, 181 Classroom of the Sea, 61–62 classrooms accommodations for deaf students, 103–4 ASL and English-based signing controversy, 212–16 differences between traditional and new, 222–23 itinerant teachers and, 95–102 percent of deaf or hard of hearing students using, 93 positive and negative aspects of, 109 Client Home Environment Checklist, 139 CMP. See cyber mentor program cochlear implants, 246 coding systems, 53. See also manually coded English cognitive engagement, 58–60 cognitive pluralism, 16 cognitive process, 186–89 cognitive strategy instruction, 201–6 college-bound planning, 149–50 college graduates, 149–50 communication itinerant teachers and, 98–99 language disparity among students and, 210–11 school-to-work transition and, 154 skills standards and, 5 communication curriculum, 135–36 community, 115–16. See also Deaf community community living skills, 139 community service, 72–73 compensatory curricula, 129 compensatory interventions, 129 computers. See Internet; school-based technology Connecting Standards and Assessment Through Literacy, 19 Contact Signing, 214 content knowledge, 58 contributions curriculum design, 122 Council on the Education of the Deaf (CED), 228 criterion-referenced tests, 170–71 critical theory, 16 “Crossing the ‘Realities Divide’” grant, 228 cross-subject matter teaching, 87–88 cultural literacy, 41 culture, 117–18. See also Deaf culture culture study, 69 curriculum balancing ideological views of, 18 conceptions of, 16–17 criteria for selection, 22–24 definitions of, 15–16 fragmentation and integration, 22 history of reform in, 7–8 modern thinking in, 20–21 reform-based, 31–32 visual presentation and, 24 curriculum mapping, 21 cyber mentor program (CMP), 232–33 “dame” schools, 6 dance, 122 day schools, 3, 4 deaf adults, employment levels, 149 deaf and hard of hearing students/children academic performance, 227 cognitive characteristics, 186–89 current challenges facing, 227–28 English proficiency and, 47 inclusion and, 58 learning styles, 11 “NEW PE” curriculum and, 87–88 numbers of, 227 physical education and, 75 physical fitness and, 77–82, 87–88 print literacy and, 45–47, 52–54 reasons...