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Global Educators Cohort Program - Teacher Education
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CEP 432 Language Assessment & Intervention w/ Students who are deaf/hard of hearing
9:10 AM - 12:00 PM
133D Erickson Hall
Language is first and foremost a communication tool, i.e., we use language to get what we want. Language is also used to understand, remember and recall information, e.g., the concept of “dog” is linked with the different types of dogs, and then linked with a friend who has a particular dog. As individuals mature from infancy, to young children, to young adults, to adults, their communication interests (topics), wants (tasks), contexts (physical & interpersonal), modalities (face-to-face and reading & writing), and even languages (English, ASL, Spanish, etc.) increase. These increases in turn, require increases in language forms, i.e., the more we want and the more precise our wants, the more language forms are required and the more precisely we must use those forms (language functions dictate language forms).
The degree to which an individual is successful in the language acquisition process depends upon two factors. First, their potential to learn, and second the extent to which the individuals are in a context (physical & interpersonal) that effectively supports their learning. Given that children who are deaf/hard of hearing (d/hh) have the same learning potential as their hearing peers, their level of language performance is NOT dictated by the level of hearing, bur rather by the match/mismatch between their learning needs and their learning environments.
Within this course, you will learn how to design and implement language-learning environments that match the learning needs of your students. As that match is achieved, your students will use their evolving face-to-face communication skills to develop their reading and writing (literacy) skills. You will learn how to ground your student’s development of communication and literacy skills in both the student’s school subjects (academics) and “outside” (i.e., other than school) interests, needs and experiences. You will be assisted in this grounding via lectures, resources, small/large group discussions, and four course projects:
Weekly Intern placement application of selected course information;
Weekly technologically facilitated interactions with a parent of a child who is d/hh and with a “Master Teacher” of the deaf (Cyber Mentors);
A semester long “case study” in which you will document your learning, language and literacy work with one student in your intern placement; and
A semester long progression of lesson plans that will culminate in a unit of instruction.
Your success in this course will be determined by the consistency, quality and the quantity of your effort. More importantly, your success in this class will determine the degree to which you are prepared to enhance the learning, language, literacy and academic performance of your students.
Course Professor & Contact Information:
Dr. Harold A. Johnson, Professor
Deaf Education Teacher Preparation
Michigan State University/College of Ed
Dept. of Counseling, Ed. Psy. & SPED
343A Erickson Hall
East Lansing MI 48824-1034
517 432-3926 [v]
517 353-6393 [fax]
126.96.36.199 [video phone]
Actual, i.e., “in person”: 30 min before & after class
Virtual, i.e., via ph, iVisit, video phone & email: 9-5 M-H
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College of Education
Michigan State University
Board of Trustees, East Lansing, MI 48824
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