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SLIP 1915

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 3
Course Title Deaf History And Culture
Prerequisite(s) NONE
Corequisite(s) NONE
Catalog Description
This course offers an overview of issues related to persons who are Deaf and hard of hearing. Topics include types of hearing loss, history and education, legislation, employment, related services and organizations, the relationship of language and community, audiological vs. cultural deafness, the dynamics of deafness in the family.  This course also studies the variety of cultures, experiences and perspectives among people who are deaf and hard of hearing. An instructor who is Deaf often teaches this course.  Knowledge of sign language may be necessary.

Expected Educational Results
As a result of successful completion of this course the student will be able to:

1. Outline the historical developments of the educational process of persons who are Deaf of hard of hearing.
2. Describe the etiology of deafness and implications
3. Explain the definition and characteristics of deafness including a description of profound, severe, moderate and mild hearing losses.
4. Discuss medical aspects of deafness including description of profound, severe, moderate and mild hearing losses.
5. Discuss medical aspects of deafness including corrective surgical procedures and techniques.
6. Define hearing loss as a disability, handicap, and as a culture.
7. Identify persons who are Deaf or hard of hearing who have made significant contributions to society.
8. Identify various devices and technologies available to persons who are Deaf or hard of hearing and the impact these devices have had on the Deaf community.
9. Identify and summarize laws that pertain to persons who are Deaf or hard of hearing. Identify and describe organizations of and for persons who are Deaf or hard of hearing.
10. Describe the range attitudes and prejudices that society (including parents, teachers, interpreters, etc.,) may hold towards persons with disabilities (in particular toward deafness), the possible attitudes that persons who are Deaf or hard of hearing may hold toward his/her own deafness.
11. Describe the influence that these aforementioned attitudes and prejudices have on social, educational and vocational development of persons who are Deaf or hard of hearing.
12. Describe the social, economic, practical effects of hearing impairments in families of difference compositions, (for example: one or both parents are deaf, one or more children are Deaf, whole family is Deaf with one hearing person in household).
13. Compare and contrast "majority American culture" and minority cultures in America.
14. Define ethnocentrism.
15. Articulate the pro and con arguments of Cochlear Implants and discuss the impact of the cochlear Implant in the Deaf community.
16. Identify cultural differences within Deaf culture, (for example: Black Deaf community, Gay Deaf community, Late deafened adults).
17. Define who is included in the "Deaf Community"
18. Describe attitudes of both hearing consumers and Deaf consumers regarding interpreters.
19. Discuss social aspects of the Deaf community (for example: Deaf club, local NAD chapters, bowling, and sports).
20. Compare and contrast proper etiquette in the Deaf community (for example: greetings and farewells, TTY/VRS phone conversations, lighting, interruptions, "listening techniques", eye contact)
21. Outline the "reciprocity pool" as understood by the Deaf Community.

General Education Outcomes
1. This course addresses the general education outcome relating to communications as follows:
a. Students learn to communicate more effectively with people who use American Sign Language as their native language.
b. Students develop strategies for communicating with people whose native language is different from their own.
c. Students develop a greater understanding of their own language and communication styles.

2. This course relates to the general education outcome relating to cultural diversity as follows:
a. Students learn about the culture of people who are Deaf.
b. Students learn about their own culture by comparing and contrasting it to Deaf culture.
c. Students recognize that cultures and languages may be different without being “lesser than.”

3. This course relates to the general education outcome relating to academic preparation as follows:
a. Students learn language skills they can use to communicate better at their present job, and enhance their workplace skills.
b. Students explore other career programs related to sign language and deafness.

Course Content
1. Etiology of Deafness
2. History and Education of persons who are Deaf
3. Deafness within families
4. Organizations serving person who are deaf or hard of hearing
5. The "Deaf President Now" movement
6. Options for persons who lose their hearing later in life.
7. Employment options for persons who are Deaf or hard of hearing
8. Legislation that impacts persons who are Deaf or hard of hearing.
9. Defining Culture
10. Defining the Deaf community
11. Attitudes from the Deaf community regarding interpreters
12. Labeling (Deaf, deaf, Hearing Impaired, handicapped, disabled)
13. Subcultures of Deaf culture
14. Technology available to Deaf community
15. Cochlear Implants

This course is a combination of lecture, discussion, student presentation, panel discussions, debates and question and answer sessions.

Assessment of Outcome Objectives

Course Grade

The course grade will be determined by the individual instructor using a variety of evaluation methods.  A significant portion of the grade will be determined through expressive and receptive skill assessment.  Projects, homework, in-class and out of class activities and a journal will be required.  The final exam will be worth at least 20%.

DEPARTMENT ASSESSMENT OF COURSE

This course is offered once a year. At the end of the course, students will fill out a survey regarding course content. The faculty will review the course and make recommended revisions based on student feedback, direct experience, and trends in teaching ASL. The faculty teaching the course will prepare a short summary stating which educational outcomes were and were not achieved and recommending changes for future classes

USE OF ASSESSMENT FINDINGS

After each course, instructors will review materials, student surveys, grades and grading procedure and make recommendations for modification the following year.  Those recommendations and the other data will be kept on file.  Every three years, a faculty committee will review the course. They will review the syllabus, the current literature, materials and samples of student work. A report included in the program review.

Last Revised: Mar. 20, 2009
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