I would like to learn along with my PK4 students how to sign the song "What A Wonderful World" & maybe do it in our end of year program. I've only found a few videos, which were included in sets (too pricey for me). I saw this done several years ago in a workshop, beautiful! I do not know sign but would sure like to learn this song & maybe others. Can anyone help?!?
ASLonDVD.com offers many sign language songs on DVD. The DVD's have recieved noteworthy praise.
LIBRARY JOURNAL recently said, "... highly recommended for all U.S. school and public library collections." (LJ 7-15-08).
BOOKLIST says, "Simply, but elegantly, Hayden Riley... impeccably signs... The program is useful for a wide variety of ages and audiences, from hearing impaired to those learning to sign and those interested in watching someone sign... available separately or purchased in a set." (Booklist 3-15-08.
"What A Wonderful World" is not currently offered - but several other songs that you might find inspiring are available.
On 7/13/08, Kristy wrote: I would like to learn along with my PK4 students how to sign the song "What A Wonderful World"... & maybe others. Can anyone help?!?
Tomorrow I will have a deaf student join my fifth grade classroom. I would like ideas of how to promote a comfortable relationship with the class. Ideas, should I use name tags to help with introduction.
Not a lot of information to go on so....If the student has an interpreter, they can teach you how to work with the interpreter. Talk directly to the student so they can see you and your facial expression. TALK NORMALLY...there is no need to exaggerate your speech. When the child is comfortable allow them to share some signs with the class. Easy ones are good morning. If you have an interpreter the students will be fascinated and may watch him/her more than you. It is okay to tell the students I know this is interesting but I need you to try to watch me.
Basically, it is no different than having a student that speaks a foreign language. You'll do fine.
On 11/23/14, hawk wrote: > Tomorrow I will have a deaf student join my fifth grade > classroom. I would like ideas of how to promote a > comfortable relationship with the class. Ideas, should I > use name tags to help with introduction.
Spectrum for Living, a nonprofit in NJ that provides services to adults with developmental disabilities, is in need of volunteers to practice ASL communication with hearing impaired residents and to help residents and staff communicate more effectively. Call Marie 201 358 8000 x220
Hello, I am looking for anyone who can provide assistance to me writing an ASL curriculum for my school. I am starting a new course this year and plan to use the Signing Naturally series along with some other resources, such as Movers and Shakers for some Deaf history. Any ideas for curriculum and lesson plans would be great! Thanks
Does anyone know of a final examination that can replace the ASL regents? I have a student who has 1 unit of French, passed the profiency but then took 2 years of ASL (1 & 2). The school will not give her an advanced regents.
OK I am hoping that maybe someone else will find this site that is also Deaf and teaching hearing students.
I am getting very frustrated with the hearing students I am teaching. They get mad that I can't hear them so don;t respond when they call my name over and over and over again. I have told them I am Deaf but due to excellent oral skills they do not believe me and are constantly doing things to try and prove I can hear them and getting mad beacuse I don;t respond when they talk to me when I am not looking at them.
How does your principal take your disablity? I am hard of hearing since birth. My last principal made my life extreamly difficult to the point I quit. I also was teaching science. I have trouble hearing where sound are comming from so I don't always catch who is talking. How do you do youer lessons; do you use the ovehead or write on the board or powerpoint.
On 11/05/07, Kadi wrote: > Hi Seana, > Sounds like you've done the right things in making sure they know > what to do & not do in communicating with you. Now it becomes a > discipline issue like any other. > Do you know which kids are starting the problem? Parent contact? > If "respect" is in your rules, there's the place to implement the > consequences. > > Your teaching experiences are fascinating - what a range - rural, > reservation, urban?!! Wow! > > Do you have a deaf community where you live? I had a deaf friend > in college who told me that the only relaxing part of her week was > Friday nights when a group of deaf students at Berkeley would go > out & could communicate without strain. > > I'm very lucky that where I live there is a large deaf community > as one of the two state residential schools is here. I've been > told there are 7,000 deaf people within a 30 mile radius of the > school. I've started attending a few deaf events - and wow, am I > tired at the end of each from trying to keep up! I would imagine > that you might feel a bit the same, though you're MILES & MILES > ahead of me in language skills to bridge the gaps. > > Hang in there, we're 1/4 done with the year! And Thanksgiving is > right around the corner:) > Kadi > > > On 11/01/07, Seana wrote: >> Hi Kadi, >> >> I teach 7-12 grade I am the only science teacher in a small >> school on rez. Last year I was at an inner city type school >> teaching 8th grade only. >> >> I go in at the start of the year and I explain to students >> about my disabilities (I have several unfortunately). I model >> for them good beahvior and bad behavior of how to deal with a >> disability. >> >> I have excellent oral skills (most people who do not know Deaf >> culture and Deafisms cannot recognize me as a Deaf person). I >> think it would be easier for my students to accept if I was >> only Deaf or if I sounded like a Deaf person. So the kids >> test and test me trying to see what they can get away with and >> trying to prove I can hear them and I am lying, I have no idea >> why they seem to think I would want to lie about that. >> >> Everytime I happen to look up or around or to infer what they >> were talking about from part of a conversation they say things >> like "See she can hear" and then they start all over again. >> >> The act in a very rude manner putting hands or other objects >> over their mouths so I cannot read their lips etc. >> >> I didn't have these problems when I worked as an Aide and Sub >> in small ranching type community and I didn't expect to have >> the problems when I went into teaching. >> >> I am just very tired of the kids taking advantage of me. I am >> also tired of the game play. It is very hard to try and keep >> up with even my small classes (14 kids max) that I have here >> with them constantly playing these games with me. >> >> I just get tired and frustrated living in the hearing world >> sometimes. I was born hearing and lost it in the toddler >> years, I was mainstreamed without services for all of my >> schooling only learning ASL and using interpreters once I got >> into college. >> >> I think that next year it will be better cause they will have >> gotten this out of their system (at least I hope they will >> have) and if not then I will step up my plans to get my Deaf >> Ed endorsement (maybe just get the endorsement first worry and >> the MA later) and move into Deaf Ed where the kids will >> appreciate having a teacher who understands their perspective >> on the world. >> >> Good Luck learning the ASL. >> >> Seana >> >> On 10/28/07, Kadi wrote: >>> Hi Seana, >>> I'm not deaf, but am a Spanish teacher who happens to be >>> studying ASL. (It's a language I've always wanted to learn:) >>> So, I was lurking around this board hoping someone might >> post... >>> >>> I hope you don't mind that I'm not deaf, but I have taught >> for >>> 17 years, so I'll offer a few questions... >>> >>> How old are your students? What have you tried already? >>> >>> Do you think the students really don't get it? Do you think >>> they would respond to specific coaching & modelling? Role >> play >>> a student getting your attention appropriately & role play a >>> student getting your attention inappropriately. Have >> students >>> practice & reward polite behavior. Do this at the beginning >> of >>> each class until they're good at it & don't need the >> reminder. >>> >>> OR, is this a behavior issue, with students deliberately >>> disrespecting you? In which case, it's a violation of class >>> rules & should be handled as such, with warning, parent >>> contact & referral if it continues. >>> >>> The most important thing is to zero in on which kids are >>> "ringleading" (perhaps have a trusted colleage sit in on >> class >>> to observe without interfering from the back of the room) & >>> then once you know who is primarily responsible, bring them >>> into line either by coaching or by discipline... I had a >>> class once that made me crazy. I dreaded each day, but when >> a >>> mentor watched, it turned out to be only 3-4 kids leading the >>> 32 & once I got them managed (seating changes, individual >>> conferencing, parent contacts), the class turned out to be >>> okay. And I think the "good kids" were relieved the 3-4 had >>> some limits placed on them. >>> >>> Good luck! Let us know how it turns out. I'm sure your >>> thoughts will be helpful to others in your situation. >> Wishing >>> you a good week-- >>> >>> Kadi >>> >>> >>> On 10/27/07, Seana wrote: >>>> OK I am hoping that maybe someone else will find this site >>>> that is also Deaf and teaching hearing students. >>>> >>>> I am getting very frustrated with the hearing students I >>>> am teaching. They get mad that I can't hear them so don;t >>>> respond when they call my name over and over and over >>>> again. I have told them I am Deaf but due to excellent >>>> oral skills they do not believe me and are constantly >>>> doing things to try and prove I can hear them and getting >>>> mad beacuse I don;t respond when they talk to me when I am >>>> not looking at them. >>>> >>>> Is this happening to anyone else? >>>> >>>> Any ideas?????? >>>> >>>> Seana
My principal this year is very good about it, he has said I can have whatever I need, we moved a smart board into my room but unfortuantely it isn't hooked up yet so I am still using the white board. My principal last year refused to even try to look my direction when talking to me making it impossible to speach read accurately!
I find it much easier to teach when I have PowerPoint and a projector at least as I am facing the class more and I can catch more things. Unfortuntately I have plenty of students that just cover their mouths so I can't see what they are saying and I don;t have the residual hearing like you do to be able to catch the words anyway.
I have tried over and over to explain to the kids about being appropriate but they just don't get it, I am not sure if it is the generation or the fact that for some reason I feel drawn to working with more at risk populations of kids, last year I was at a better inner-city type school and this year I am on Rez. I know eventually I will be moving into Deaf Ed and probably moving to a residential school, I was raised main streamed oral but I want to try seeing how the other side lives.
I know that other teachers have a lot of problems with the kids abt inapropriate actions and behaviors so I really don't think it is me, they just see me as someone worse off so someone to take advantage of. I am sure with ur hearing loss u know the feeling and get tired of it too!
Good luck and I hope it gets better for u soon!
Seana
On 11/30/07, koala wrote: > Seana, > > How does your principal take your disablity? I am hard of hearing > since birth. My last principal made my life extreamly difficult to > the point I quit. I also was teaching science. I have trouble > hearing where sound are comming from so I don't always catch who > is talking. How do you do youer lessons; do you use the ovehead or > write on the board or powerpoint. > > On 11/05/07, Kadi wrote: >> Hi Seana, >> Sounds like you've done the right things in making sure they know >> what to do & not do in communicating with you. Now it becomes a >> discipline issue like any other. >> Do you know which kids are starting the problem? Parent contact? >> If "respect" is in your rules, there's the place to implement the >> consequences. >> >> Your teaching experiences are fascinating - what a range - rural, >> reservation, urban?!! Wow! >> >> Do you have a deaf community where you live? I had a deaf friend >> in college who told me that the only relaxing part of her week > was >> Friday nights when a group of deaf students at Berkeley would go >> out & could communicate without strain. >> >> I'm very lucky that where I live there is a large deaf community >> as one of the two state residential schools is here. I've been >> told there are 7,000 deaf people within a 30 mile radius of the >> school. I've started attending a few deaf events - and wow, am I >> tired at the end of each from trying to keep up! I would imagine >> that you might feel a bit the same, though you're MILES & MILES >> ahead of me in language skills to bridge the gaps. >> >> Hang in there, we're 1/4 done with the year! And Thanksgiving is >> right around the corner:) >> Kadi >> >> >> On 11/01/07, Seana wrote: >>> Hi Kadi, >>> >>> I teach 7-12 grade I am the only science teacher in a small >>> school on rez. Last year I was at an inner city type school >>> teaching 8th grade only. >>> >>> I go in at the start of the year and I explain to students >>> about my disabilities (I have several unfortunately). I model >>> for them good beahvior and bad behavior of how to deal with a >>> disability. >>> >>> I have excellent oral skills (most people who do not know Deaf >>> culture and Deafisms cannot recognize me as a Deaf person). I >>> think it would be easier for my students to accept if I was >>> only Deaf or if I sounded like a Deaf person. So the kids >>> test and test me trying to see what they can get away with and >>> trying to prove I can hear them and I am lying, I have no idea >>> why they seem to think I would want to lie about that. >>> >>> Everytime I happen to look up or around or to infer what they >>> were talking about from part of a conversation they say things >>> like "See she can hear" and then they start all over again. >>> >>> The act in a very rude manner putting hands or other objects >>> over their mouths so I cannot read their lips etc. >>> >>> I didn't have these problems when I worked as an Aide and Sub >>> in small ranching type community and I didn't expect to have >>> the problems when I went into teaching. >>> >>> I am just very tired of the kids taking advantage of me. I am >>> also tired of the game play. It is very hard to try and keep >>> up with even my small classes (14 kids max) that I have here >>> with them constantly playing these games with me. >>> >>> I just get tired and frustrated living in the hearing world >>> sometimes. I was born hearing and lost it in the toddler >>> years, I was mainstreamed without services for all of my >>> schooling only learning ASL and using interpreters once I got >>> into college. >>> >>> I think that next year it will be better cause they will have >>> gotten this out of their system (at least I hope they will >>> have) and if not then I will step up my plans to get my Deaf >>> Ed endorsement (maybe just get the endorsement first worry and >>> the MA later) and move into Deaf Ed where the kids will >>> appreciate having a teacher who understands their perspective >>> on the world. >>> >>> Good Luck learning the ASL. >>> >>> Seana >>> >>> On 10/28/07, Kadi wrote: >>>> Hi Seana, >>>> I'm not deaf, but am a Spanish teacher who happens to be >>>> studying ASL. (It's a language I've always wanted to learn:) >>>> So, I was lurking around this board hoping someone might >>> post... >>>> >>>> I hope you don't mind that I'm not deaf, but I have taught >>> for >>>> 17 years, so I'll offer a few questions... >>>> >>>> How old are your students? What have you tried already? >>>> >>>> Do you think the students really don't get it? Do you think >>>> they would respond to specific coaching & modelling? Role >>> play >>>> a student getting your attention appropriately & role play a >>>> student getting your attention inappropriately. Have >>> students >>>> practice & reward polite behavior. Do this at the beginning >>> of >>>> each class until they're good at it & don't need the >>> reminder. >>>> >>>> OR, is this a behavior issue, with students deliberately >>>> disrespecting you? In which case, it's a violation of class >>>> rules & should be handled as such, with warning, parent >>>> contact & referral if it continues. >>>> >>>> The most important thing is to zero in on which kids are >>>> "ringleading" (perhaps have a trusted colleage sit in on >>> class >>>> to observe without interfering from the back of the room) & >>>> then once you know who is primarily responsible, bring them >>>> into line either by coaching or by discipline... I had a >>>> class once that made me crazy. I dreaded each day, but when >>> a >>>> mentor watched, it turned out to be only 3-4 kids leading the >>>> 32 & once I got them managed (seating changes, individual >>>> conferencing, parent contacts), the class turned out to be >>>> okay. And I think the "good kids" were relieved the 3-4 had >>>> some limits placed on them. >>>> >>>> Good luck! Let us know how it turns out. I'm sure your >>>> thoughts will be helpful to others in your situation. >>> Wishing >>>> you a good week-- >>>> >>>> Kadi >>>> >>>> >>>> On 10/27/07, Seana wrote: >>>>> OK I am hoping that maybe someone else will find this site >>>>> that is also Deaf and teaching hearing students. >>>>> >>>>> I am getting very frustrated with the hearing students I >>>>> am teaching. They get mad that I can't hear them so don;t >>>>> respond when they call my name over and over and over >>>>> again. I have told them I am Deaf but due to excellent >>>>> oral skills they do not believe me and are constantly >>>>> doing things to try and prove I can hear them and getting >>>>> mad beacuse I don;t respond when they talk to me when I am >>>>> not looking at them. >>>>> >>>>> Is this happening to anyone else? >>>>> >>>>> Any ideas?????? >>>>> >>>>> Seana
Hello All- Can anyone direct me to someone that can help me with an afterschool program in RI for grades 6 and below? We want to start a sign language club to encourage the kids to speak with a hearing impaired student at the school. Here is the story behind it... My oldest daughter Ariana, 8, is a very inspiring, kind hearted individual. There is a girl named Shannon that spends part of the day, lunch, and recess in with her class. Shannon communicates using a very basic form of sign language and my daughter (as well as a few of her friends and her little sister) want to comunicate with Shannon desperately. Ariana has brought home numerous books from the library but has a hard time learning the movements from a flat page. If anyone has any ideas or knows anyone that may be able to help enrich the lives of these children- please let me know. Thank you, Staci
Hi Staci, Don't know of anyone in your area, but the club is a great idea! I'm currently studying ASL & am really enjoying it:)
You might try contacting these people & seeing if they know anyone. (Deaf community is a big part of residential schools for the Deaf.) I just googled residential school for the deaf in RI, so don't know how updated this is, but might be worth a try.
Rhode Island School for the Deaf 1 Corliss Park Providence, RI 02908-1795
OR... Maybe look in your area for community college programs in ASL or Deaf Studies & someone might find this club the perfect project for an internship?!!
In the meantime, here is a website you & your daughter can use to see individual ASL signs modelled. [link removed]
Good luck!
On 11/09/07, Staci DeBlois wrote: > Hello All- > Can anyone direct me to someone that can help me > with an afterschool program in RI for grades 6 and below? > We want to start a sign language club to encourage the > kids to speak with a hearing impaired student at the > school. Here is the story behind it... > My oldest daughter Ariana, 8, is a very inspiring, > kind hearted individual. There is a girl named Shannon > that spends part of the day, lunch, and recess in with her > class. Shannon communicates using a very basic form of > sign language and my daughter (as well as a few of her > friends and her little sister) want to comunicate with > Shannon desperately. Ariana has brought home numerous > books from the library but has a hard time learning the > movements from a flat page. If anyone has any ideas or > knows anyone that may be able to help enrich the lives of > these children- please let me know. > Thank you, > Staci
Staci, Also check with various churches in the area that has a deaf ministry. See if one of them is available to do a club at school. Videos are easier than books when trying to learn signs independently. Check your public library and encourage them to order some DVD, videos, etc.
On 11/09/07, Kadi wrote: > Hi Staci, > Don't know of anyone in your area, but the club is a great > idea! I'm currently studying ASL & am really enjoying it:) > > You might try contacting these people & seeing if they know > anyone. (Deaf community is a big part of residential schools > for the Deaf.) I just googled residential school for the > deaf in RI, so don't know how updated this is, but might be > worth a try. > > Rhode Island School for the Deaf > 1 Corliss Park > Providence, RI 02908-1795 > > Tel: (401) 222-3525 (V) > TTY: (401) 222-4467 > Fax: (401) 222-6998 > > OR... > Maybe look in your area for community college programs in ASL > or Deaf Studies & someone might find this club the perfect > project for an internship?!! > > In the meantime, here is a website you & your daughter can use > to see individual ASL signs modelled. > [link removed]
A friend of mine has a deaf daughter who attends regular school. Everything was fine until middle school this year. One interpreter is also the hearing impaired teacher and special ed case manager. The relationship between student and teacher/interpreter has been strained and is getting worse. The student finally requested a meeting with the principal to talk about her problems with the teacher--and that teacher was also the interpreter for that meeting. There are issues re: the tty--the school only has one and it is in the hearing impaired teacher's classroom. She leaves (and locks the door) while the student is still at school some days. (So apparently no tty in nurse's office, counselor's office, main office).
My question is about having one person carry out three different roles--or even two since special ed teachers are usually the case managers. How does this affect neutrality of the interpreter?
On 11/14/07, mom wrote: > A friend of mine has a deaf daughter who attends regular > school. Everything was fine until middle school this year. > One interpreter is also the hearing impaired teacher and > special ed case manager. The relationship between student > and teacher/interpreter has been strained and is getting > worse. The student finally requested a meeting with the > principal to talk about her problems with the teacher--and > that teacher was also the interpreter for that meeting. > There are issues re: the tty--the school only has one and > it is in the hearing impaired teacher's classroom. She > leaves (and locks the door) while the student is still at > school some days. (So apparently no tty in nurse's office, > counselor's office, main office). > > My question is about having one person carry out three > different roles--or even two since special ed teachers are > usually the case managers. How does this affect neutrality > of the interpreter? is the student total deaf, or does this student have some hearing capabilties? this student will need to function in a hearing world. it is good the student speaks up for themself and should continue to do so. an impartial interpreter should be available for all meetings. the teacher involved should not have served as the interpreter. not only should the student have an interpreter independent of the teacher IF this student is mainstreamed, but the interpreter should be changed each year. repeatedly interpreters become emotionally involved with the students and families and the role changes from interpreter to advisor and personal assistant.
Roles of interpreters and teachers are different. You can check out the RID website for information about interpreters. In my state, PA, any special education can teach deaf/HH students in public school regardless of training in ASL. Which is amazing...Has your friend looked into attending a deaf school. These are great schools. They will prepare the student for both the hearing and deaf cultures. Your friend is entitled to have an advocate attend all IEP meetings with them. They can also request a certified interpreter to attend the meeting at no charge to them, it is part of IDEA and American with Disabilities Act. I don't understand the issue about the TTY???Does the teacher of the student have RID certification as an interpreter? There is a huge difference when someone "interprets" for students b/c they know some or even a lot of ASL, and someone who is certified as an interpreter. School districts want to save $, so they cut corners where they can. On 1/18/08, m wrote: > On 11/14/07, mom wrote: >> A friend of mine has a deaf daughter who attends regular >> school. Everything was fine until middle school this year. >> One interpreter is also the hearing impaired teacher and >> special ed case manager. The relationship between student >> and teacher/interpreter has been strained and is getting >> worse. The student finally requested a meeting with the >> principal to talk about her problems with the teacher--and >> that teacher was also the interpreter for that meeting. >> There are issues re: the tty--the school only has one and >> it is in the hearing impaired teacher's classroom. She >> leaves (and locks the door) while the student is still at >> school some days. (So apparently no tty in nurse's office, >> counselor's office, main office).
>> >> My question is about having one person carry out three >> different roles--or even two since special ed teachers are >> usually the case managers. How does this affect neutrality >> of the interpreter? > is the student total deaf, or does this student have some > hearing capabilties? this student will need to function in a > hearing world. it is good the student speaks up for themself > and should continue to do so. an impartial interpreter > should be available for all meetings. the teacher involved > should not have served as the interpreter. not only should > the student have an interpreter independent of the teacher > IF this student is mainstreamed, but the interpreter should > be changed each year. repeatedly interpreters become > emotionally involved with the students and families and the > role changes from interpreter to advisor and personal > assistant.
ASLonDVD.com offers many sign language songs on DVD. The DVD's have recieved noteworthy praise.
LIBRARY JOURNAL recently said, "... highly recommended for all U.S. school and public library collections." (LJ 7-15-08).
BOOKLIST says, "Simply, but elegantly, Hayden Riley... impeccably signs... The program is u...See More