The University of Southern Mississippi
College of Health
Department of Speech and Hearing Sciences
Summer 2015
COURSE TITLE:
SHS 692 Special Problems: Orientation to Education of Children who are
Deaf/Hard of Hearing
CREDIT HOURS: 1 semester hour
CATALOG DESCRIPTION OF COURSE: An introduction to and an examination of the
effects of hearing loss upon the child and family.
COURSE PREREQUISITES: Admission to graduate program in Speech and Hearing Sciences
(Deaf Ed) or permission of professor.
PROFESSOR: Christina Perigoe, Ph.D., CCC-SLP, CED, LSLS Cert AVT
OFFICE: JBG 229
TELEPHONE: 601-266-6166; 601-520-8485 (cell)
EMAIL: christina.perigoe@usm.edu
OFFICE HOURS: As posted and by appointment through email, phone or in person
CLASS TIME: TBA (Tuesdays and Thursdays)
REQUIRED TEXT:
Cole, E., & Flexer, C. (2011). Children with hearing loss: Developing listening and talking, birth
to six, 2nd edition. San Diego: Plural Publishing, Inc.
Paul, P. V. & Whitelaw, G. M. (2011). Hearing and deafness: An introduction for health and
education professionals. Sudbury, MA: Jones and Bartlett Pub.
Schwartz, S. (2007). Choices in Deafness: A Parents’ Guide to Communication Options (3rd.
ed.). Bethesda, MD: Woodbine House.
Seaver, L. (Ed.). (2010). The book of choice: Support for parenting a child who is deaf or hard
of hearing. 3rd edition. Hands and Voices.
OPTIONAL/SUPPLEMENTARY TEXT:
Lane, H. (1984). When the Mind Hears: A History of the Deaf. New York: Random House.
Lane, H., Hoffmeister, R., Bahan, B. (1996). Journey into the Deaf World. San Diego, CA:
DawnSignPress.
Luterman, D.M. (Ed.) (1986). Deafness in Perspective. San Diego, CA: College-Hill Press.
Moores, D. (2001). Educating the Deaf: Psychology, Principles, and Practices (5th ed.).
Boston: Houghton-Mifflin Co.
Muma, J., & Teller, H. (2003). Proactive Deaf Education: Cognitive Socialization. Hillsboro,
OR: Butte Publications, Inc.
Myklebust, H.R. (1964). The Psychology of Deafness. New York, Grune and Stratton.
SHS 692: Special Problems
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Quigley, S.P., & Kretschmer, R.E. (1982). The Education of Deaf Children: Issues, Theory, and
Practice. Dallas, TX: Pro Ed
Quigley, S.P. & Paul, P. (1990). Education and Deafness. White Plain, NY: Longman.
Scheetz, N.A. (2001). Orientation to Deafness. Needham Heights, MA: Allyn and Bacon.
Schirmer, B. (2001). Psychological, Social and Educational Dimensions of Deafness.
Needham Heights, MA: Allyn and Bacon.
Stewart, D., & Kluwin, T. (2001). Teaching Deaf and Hard of Hearing Students: Content,
Strategies, and Curriculum. Needham Heights, MA: Allyn & Bacon.
Vernon, M., & Andrews, J. (1990). The Psychology of Deafness. White Plains, New York:
Longman.
ACCREDITATION STATEMENT: The USM Education of the Deaf graduate program in
Early Oral Intervention operates under the standards established by the Council on Education of
the Deaf (CED) and Council on Exceptional Children (CEC) and the Counsel for Accreditation
of Educational Programs (CAEP)/National Council for the Accreditation of Teacher Education
(NCATE). The CED standards in deaf education are aligned under the umbrella of the new
Initial Standards of the Council on Exceptional Children (CEC), Standard 1: Learner
Development and Individual Learning Differences Standard 2: Learning Environments Standard
3: Curricular Content Knowledge Standard 4: Assessment Standard 5: Instructional Planning &
Strategies Standard 6: Professional Learning and Ethical Practices.
CONCEPTUAL FRAMEWORK SYNOPSIS: The Professional Education Unit’s Conceptual
Framework is consistent with the University’s historical roots as a normal college, its mission,
and its future. The University, since our founding in 1910, has been committed to the
outstanding preparation of teachers, counselors, administrators, and other school personnel. In
accordance with this history and the present vision and mission of the University, the mission of
the Unit is fivefold: a) educate the whole student; b) prepare high quality teachers and leaders for
Mississippi classrooms; c) conduct innovative, relevant research; d) promote a healthier region;
and e) enhance cultural understanding. The Unit has embedded knowledge, skills, and
dispositions throughout its teacher education program to prepare students to become creative,
bold, and determined educational leaders who possess the power of knowledge to inform, to
inspire, to transform lives, and to empower a community of learners.
COURSE GOALS:
The CEC-CED student standards addressed in this course are indicated in brackets.
1. Students will be aware of the history of educating deaf and hard of hearing children.
(CEC-CED DHH6K6, DHH6K7)
2. Students will understand the impact of hearing loss on the family as well as the
development of the child. (CEC-CED DHH1K1, DHH1K2, DHH1k3, DHH1K4,
DHH1K6, DHH1K7, DHH12K1)
3. Students will be aware of the different options for choices of modes of communication
for deaf and hard of hearing children and the controversies over choices that families
make for their child’s education. (CEC-CED DHH1K8, DHH1K9,DHH7S1)
4. The students will be aware of terminology used in the field of education of the deaf,
different professionals and types of service available to families and children who are
SHS 692: Special Problems
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deaf and hard of hearing. (CEC-CED DHH6K1, DHH6K2)
5. Student will be aware of how culture plays an important role in education of deaf and
hard of hearing children. (CEC-CED DHH1K4, DHH2K1)
6. Students will be aware of professional organizations, on-line websites that provide
information on services to the deaf, and current research concerning deafness. (CECCED DHH6K3,DHH6K4, DHH6K5, DHH7K1)
7. The students will be aware of technology appropriate for deaf and hard of hearing
children to attain listening and spoken language skills. (CEC-CED DHHS2S4)
STUDENT LEARNING OUTCOMES:
Students will achieve growth toward becoming informed, dynamic professionals by
demonstrating proficiencies in knowledge of: the history of education of children who are deaf
and hard of hearing; the impact of hearing loss on the child and family; communication
strategies; educational options; models of service delivery; Deaf culture and cultural diversity;
current trends in technology and research; and organizations that serve individuals with hearing
loss. The student will:
1. describe the historical trends in the education of the deaf and key individuals involved in
the development of the field. (Goal 1)
2. describe the impact of hearing loss on the development of the child. (Goal 2)
3. describe the impact of hearing loss on the family. (Goal 2)
4. describe the various communication strategies used with persons with hearing loss. (Goal
3)
5. summarize the controversy in education of the deaf and present arguments for and against
various educational options for children with hearing loss. (Goal 3
6. describe the various service delivery models available for children with hearing loss.
(Goal 4)
7. define “Deaf” versus “deaf” and summarize the concerns of members of the Deaf
community about technology and educational options for children with hearing loss.
(Goals 3 and 4)
8. summarize trends in cultural diversity in the deaf and hard of hearing population. (Goal
5)
9. compile a resource list of organizations and on-line resources providing services to deaf
persons. (Goal 6)
10. identify current technology available to children who are deaf and hard of hearing. (Goal
7)
11. research and complete an independent websearch on an aspect of deafness. (Goal 6)
TECHNOLOGY COMPETENCIES: Students will achieve competencies in technology use
by doing online searches and demonstrating proficiencies in knowledge comprehension, skill
application and search for information on the internet. Students will also achieve competencies in
hearing technologies by demonstrating troubleshooting of hearing technologies, administration
of the Ling Six Sound Test and by observation of specific audiological procedures.
SHS 692: Special Problems
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COURSE REQUIREMENTS:
Assignments
Points/
Grade
Participation &
Attendance
Quizzes
History Presentation
Film Critique
Website assignment &
Presentation
Assignments, readings,
reflections
Midterm Examination
Final exam
Rubric
Attached
Yes/No
Standards SPA,
CEC_CED
10
YES
25
5
5
5
YES
YES
YES
YES
10
YES
10
30
YES
YES
GRADING SCALE:
A
96 - 100
A91 - 95.9
B+
87 - 90.9
B
83 - 86.9
B–
80 – 82.9
C+
C
D
F
Standards
CEAP
(NCATE)
77 – 79.9
73 - 76.9
65 – 72.9
BELOW 65
COURSE CONTENT TO BE COVERED:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
History of Education of the Deaf/Hard of Hearing
Impact of hearing loss on the child
Impact of hearing loss on the family
Communication Modalities
Educational Options
Service Delivery Models
Deaf culture
Cultural and linguistic diversity
Organizations and resources
Current trends in technology and research
Professional Journals
SHS 692: Special Problems
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POLICY ON ATTENDANCE AND MAKE-UP WORK:
REMEDIATION: Students who make a grade of “C” or lower on any examination or project
must come to the instructor’s office to discuss study habits and the reasons for poor performance.
A remediation plan will be developed, which may include extra readings and/or additional
assignments to ensure the acquisition of the requisite skills.
PLAGIARISM/CHEATING STATEMENT: Students are expected to adhere to the highest
standards of academic honesty as outlined in the USM Student Handbook. Any information that
is copied from another source must be noted as such in student materials. Page number or
Internet reference must appear in the text ad full bibliographic references must appear in the
reference section of the paper/assignment. Sources must be in quotes, and include author(s),
year of publication of other reference notes as required by the college department format (e.g.
APA, Chicago). Other forms of academic dishonesty include, but are not limited to buying
papers, copying paragraphs/pages of text/whole papers off the Internet, copying another
student’s answers, etc. Academic dishonesty will result in a grade of a “0” on the assignment
and/or in the course and /or the student may be reported to the Vice President for Academic
Affairs for further action.
ADA STATEMENT: If a student has a disability that qualifies under the American with
Disabilities Act (ADA) and requires accommodations, he/she should contact the Office for
Disability Accommodations (ODA) for information on appropriate policies and procedures.
Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic
health disorders. Students can contact ODA if they are not certain whether a medical
condition/disability qualifies.
Address:
The University of Southern Mississippi
Office for Disability Accommodations
118 College Drive # 8586
Hattiesburg, MS 39406-0001
Voice Telephone: (601) 266-5024 or (228) 214-3232
Fax: (601) 266-6035
Individuals with hearing impairments can contact ODA using the Mississippi Relay\
Service at 1-800-582-2233 (TTY) or email Suzy Hebert at Suzanne.Hebert@usm.edu
RESOURCES FOR STUDENT SUCCESS: As a student at The University of Southern
Mississippi, you have access to individualized assistance with writing and speaking assignments
for any course through the University’s Writing Center and Speaking Center on both the
Hattiesburg and Gulf Coast campuses. The centers offer personalized assistance at any stage of
the writing or speaking process. Whether you want help brainstorming for topic ideas,
developing an outline, conducting research, or learning proofreading or presentation skills, the
centers can help you become a more effective writer and speaker. The Speaking Center also
offers practice rooms for recording presentations and working with delivery aids (PowerPoint
and Internet access are available).
The centers are centrally located in Cook Library on the Hattiesburg campus (first floor just past
Starbucks) and in Gulf Park Library on the Gulf Coast campus. For more information or to
schedule an appointment, please call, come by, visit online, or join us on Facebook (USM
SHS 692: Special Problems
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·
·
Writing Center or Southern Miss Speaking Center).
Speaking Center - 601.266.4965, Cook Library 117, www.usm.edu/speaking-center
Writing Center - 601.266.4821, Cook Library 112, www.usm.edu/writing-center
Gulf Coast Speaking & Writing Center - 228.207.0150, Gulf Park Library,
www.usm.edu/gulfcoast/learning-commons
TENTATIVE SCHEDULE/AGENDA.
Date
6/1
6/2
6/4
6/9
6/11
6/16
6/18
6/23
6/25
6/30
7/2
7/7
7/9
7/14
7/16
7/23
7/30
Topics
Orientation - Magnolia Speech School
Orientation - Magnolia Speech School
Introduction to Hearing and Hearing Loss
Classifications of Hearing Loss
Impact of Hearing Loss on the Family
The Grief Process
Hearing and Hearing Loss
Medical Approaches
Causes of Deafness
History of Education of the Deaf
History Presentations
Examination
Psycho-social aspects of hearing loss
Communication Methods
Deaf Culture
Educational Options and Educational Placements (contained classroom,
mainstream, etc) - Haley
Auditory Development
Speechreading and Speech
Hearing, Language and Literacy
Early Intervention
Interdisciplinary Teams
Components of a Quality Auditory/Oral Program
Organizations, resources and relevant journals
Final
RUBRICS FOR MAJOR ASSIGNMENTS WILL BE POSTED.
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