& Adapted Physical
Activity Council
Sign Language in the Gym:
Relax, You Can Do It!
April 24, 2013, 1:45-3:00 pm
Linda Hilgenbrinck
Denton ISD, TX
Lauren Lieberman
State University of New York, Brockport, NY
Cindy Piletic
Western IL University, Macomb, IL
M. Kat Ellis
West Chester University, West Chester, PA
Goals & Session Descriptor
Demonstrate basic signs to communicate:
• As strategies for instruction/classroom
management in the physical education class.
• As instruction of basic physical education
terms and select team sports.
Conventional signs, symbols, gestures, and
strategies will be demonstrated for infusion
into the gym. Learn to say it in sign!
It’s our job!
Effective teachers are able to maintain open
lines of communication with their students.
(Columna & Lieberman, 2011)
…Everyone communicates and our job as
educators is to employ the most effective
strategy for a given individual…
Schultz, Lieberman, Ellis, & Hilgenbrinck. (in press). Ensuring the success of
Deaf students in inclusive physical education. JOPERD.
> 90% children w HI have hearing parents
(Goldberg, 1997; Eastbrooks, 1997)
Parents involvement in their deaf children's
physical activity and fitness is vital. When
parents are aware of & involved in Deaf
sport (and sign language); their deaf children
are not only more active, but also more fit.
Ellis, Lieberman, & Dummer. (in press). Parent influences on physical activity
participation and physical fitness of Deaf children. JDSDE.
deaf vs. Deaf
• Deaf persons: deaf & hard-of-hearing; has any level of hearing
loss:
• above 55dB (or deaf) or greater residual hearing…
• losses below 55dB (hard of hearing)
• Deaf: capital D, used by Deaf community; ownership/pride in
societal group w/own cultural elements: language (ASL), history,
arts, literature, & sports (Berke, 2011)
• Deaf individuals do not see themselves as having a disability.
• Deafness - vital part of their identity
deaf  disability
Deaf  Culture
Schultz, Lieberman, Ellis, & Hilgenbrinck. (in press).
Ensuring success of Deaf students in inclusive physical education. JOPERD.
Communication etiquette
(adapted from Columna & Lieberman, 2011, p 12)
• Use direct eye contact when talking with a
Deaf person
• Introduce self; use short, direct sentences
• Allow a Deaf person to introduce self
• Get attention before speaking
• Avoid covering mouth
• Don’t pretend to understand – be sure, then proceed
• Encourage deaf person to repeat what was presented
to them – “check for understanding”
• Allow a Deaf person to watch first then respond. Use
demonstrations, read materials, interpreters message;
so, remember to wait before continuing
Basics of Signing
Body, hands, and palms, oh my!
Our ABCs & 123s
What’s in a (sign) name? Introduce self!
Note: using physical demonstrations, gestures, body
language, facial expressions and a variety of
visual aids are accepted – even desired!
Let’s Get Started
• Basic PE signs: start/stop signals, frequently
used phrases to signs
Sport rotation (3)
• Baseball/softball
• Basketball
• Volleyball
• Final Rotation:
• Parachute Game
Hands
rotate
&
move
up
Gym
Final QnA
applause
Closing Gift-Aways
Contact information:
Linda: lhilgenbrinck@dentonisd.org
940-369-4094
Lauren: llieberm@brockport.edu
585-395-5361
Cindy: c-piletic@wiu.edu
309-298-1058
Kat: mellis@wcupa.edu
Thank
you!