Deaf Education Law, Advanced-Low, ASL 301, Lab 07
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Deaf Education Law
Description:
In this lab, we will be discussing Educational Law and researching current social and political issues in the Deaf community via The Daily Moth. Students will be attempting to match educational law acronyms, titles, and definitions by working together.
Proficiency Level:
Advanced Low
Keywords:
Education, Laws, Matching, Group work, Laws for People with Disabilities, Deaf news.
NCSSFL-ACTFL Can-Do Statements:
- I can maintain discussions on a wide variety of familiar and unfamiliar concrete topics concerning academic, social or professional issues.
- I can discuss the political influences in education of a culture other than my own.
- I can consider the needs of those in a different culture than my own in an educational setting.
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions
- Standard 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
- Standard 1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.
- Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.
Idaho State Content Standards:
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
Materials Needed:
iPad pre-loaded with this link, one for each student
Warm-up
1. The lab assistant will give each student an iPad with "The Daily Moth" Facebook page linked to them. Follow the prompt for instructions:
"On each of your iPads is a site dedicated to keeping the Deaf community up-to-date with current political and social topics. Find one video, watch it in its entirety, and share the main points with the group."
2. Students may struggle with this as they may not know all the signs but encourage them to try the best they can to understand the video's main points without having the captions on.
Main Activity
1. The lab assistant will explain the rules of the activity using the prompt below as they spread out all thecards on the table.
"We'll be talking about Educational Law today, specifically concerning the Deaf and people with disabilities. You will be working together to match one blue card, one green card, and one purple card. Make sure you're collaborating together, not simply letting one person make all the decisions. Start with a blue card, then find the respective green card that has the acronym or description of that blue card. Finally, find the definition on the purple card. Feel free to make mistakes. Once you are done, I will let you know which are correct and incorrect."
2. Allow students to have as much time as they need to match all the cards together. If the lab assistant finds one person is taking over the conversation or a few are not participating, they should ask those students specifically what guesses they have.
3. Continue to allow students to match until the time expires.
Wrap-up
Ask the following questions to finish the lab:
1. "What are some benefits the Daily Moth gives to the Deaf community? Why are these important?"
2. "Is there anything you learned that surprised you today?"
3. "Why does it benefit you, as a hearing person, to know about the Educational policies of students with disabilities or Deaf students?"
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
NCSSFL-ACTFL Can-Do Statements:
- I can maintain discussions on a wide variety of familiar and unfamiliar concrete topics concerning academic, social or professional issues.
- I can discuss the political influences in education of a culture other than my own.
- I can consider the needs of those in a different culture than my own in an educational setting.
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...