0835-704.01 (LBJ-3710) Tu 3:00 – 6:50
0835-704.02 (LBJ-2590) We 3:00 – 6:50
Teaching Deaf Learners with Secondary Disabilities
Instructor: Sara Schley
Office: LBJ 1253
Phone: 585.475.7981
Email: [email protected] or [email protected]
Office hours: By appointment
Course Description:
This course provides students with a basic understanding of the needs of deaf learners
with diverse disabilities covering academic, social, physical and intellectual functional
domains (e.g., learning disabilities, attention deficit hyperactivity disorder, cerebral
palsy, emotional and behavioral disorders, visual impairments, and developmental
disabilities such as autism). The number of deaf children who have such disabilities is
growing, and these children will need further accommodations and specialized
approaches to teaching and learning. Teachers of deaf learners need to have a basic
understanding of these disabilities and know how to recognize, adapt curriculum for,
and locate services for such students.
The primary purpose of this course is to prepare students to see deaf learners with
various disabilities from multiple perspectives, including the perspectives of parent,
teacher, school psychologist, researcher, clinician, and therapist. It is more of a “special
education” course than a “deaf education” course. There is not a single text that meets
these diverse needs; thus, I have compiled a set of topical books, articles and videos as
required reading/viewing.
Course Goals:
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Understand the incidence, definitions, and characteristics of various disabilities
among deaf and hearing children, such as learning disabilities, attention deficit
hyperactivity disorder, cerebral palsy, emotional and behavioral disorders, visual
impairment, and developmental disabilities such as autism.
Understand the issues surrounding identification and classroom management of
deaf children with various disabilities.
Understand parents' perspectives on raising a deaf child with various disabilities
and their roles and responsibilities in the educational process.
Understand the implications of various disabilities for developing & writing IEPs.
Student Performance Objectives:
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Be able to recognize and refer a deaf child with a potential disability for follow-up
evaluation.
Be able to modify the curriculum and teaching strategies in specific and
appropriate ways for deaf children who have various disabilities.
Be able to collaborate with parents of deaf children with various disabilities.
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
Be able to participate in educational planning for deaf children with various
disabilities, including IEP development and transition from secondary school to
further education or employment
Course format:
This course is a blended course that merges classroom and online interaction. In the
past I have required use of the Discussion board on myCourses to post assignments
and interact with your peers. This year, I am trying something new: You will
collaboratively build a set of information, materials and resources on the topic of Deaf+
via co-creating a course Wiki:
https://wiki.rit.edu/x/tQJiB
or:
wiki.rit.edu, log in, and navigate to course wiki space
Wikis use software that allows anyone with access to the wiki to view, write, edit, and
collaborate on creating web content. Extensive online assignments will be conducted
on the course wiki space.
A copy of the syllabus will be on myCourses and I will maintain the grade records for
students there. Changes to the syllabus will be posted to myCourses and noted
on the wiki space. It is your responsibility to keep track of all changes, which will be
announced clearly in class.
Course and exam schedule:
Course Policies
1) Attendance, Preparation, and Participation:
Due to the interactive and collaborative nature of this class, attendance and
participation are critical. Missing class will seriously affect your final grade. More than
one absence is considered excessive. If you miss class two times, for any reason, your
grade will decrease by 5% of your total grade. It will decrease an additional 5% for each
subsequent absence.
You are expected to arrive on time. Participation includes active listening, leading
and/or contributing to discussions and group activities both in class and online, and
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encouraging and supporting the contributions of others. Professional behavior towards
peers and instructional staff is mandatory.
2) Use of cell phones and pagers:
During class, it is expected that your cell phones and pagers remain off or in vibrate
mode. Texting or checking social media sites during class is rude and disruptive and is
therefore, prohibited. If you must accept a call or text, please exit the room before
responding.
3) Assignment Due Dates
All assignments are due at the beginning of class on the date indicated in the syllabus.
Late work will not be accepted unless prior arrangements have been made with the
professor. Work that is late will not be accepted will result in a zero grade.
4) Assignment Formatting and Citations
You are expected to follow the guidelines set forth in the Publication Manual of the
American Psychological Association (6th ed.) for formatting papers and citing works.
When you identify works to use as references, consider the quality of the source.
Primary documents are given the highest preference. Open sources, such as Wikipedia,
which may contain inaccurate information are not acceptable for this course. If you feel
you must use a Wikipedia page as a reference, make an appointment with the professor
to discuss your rationale for doing so. (The Deaf+ wiki page that we create will of
course be of the highest quality.)
Academic Honesty Policy
Students are expected to be familiar with and abide by the Academic Honesty Policy as
stated in the RIT Student Rights and Responsibilities.
You may review the posted policy on the RIT Student Rights and Responsibilities web
site: http://www.rit.edu/studentaffairs/studentconduct/rr_academicdishonesty.php
This policy covers all courses at RIT unless otherwise noted by the instructor, the
department, or the college in which the course is offered.
Plagiarism is not tolerated, either in online (wiki), class or written work. It is your
responsibility to access the site and review the policy.
Students with Disabilities
RIT is committed to providing reasonable accommodations to students with disabilities.
If you would like to request accommodations such as special seating or testing
modifications due to a disability, please contact the Disability Services Office. It is
located in the Student Alumni Union, Room 1150; the Web site is http://www.rit.edu/dso.
After you receive accommodation approval, it is imperative that you speak with the
instructor so that you can work out whatever arrangement is necessary. Please speak
with your instructor within the first two weeks of the quarter if you would like academic
accommodations.
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Assignments:
% towards
final grade
1. Required readings and viewings
2. Weekly post of two suggested quiz questions (and answers)
related to that week’s readings and viewings
3. Video review of autobiography/memoir about a person with a
disability (or a family member) – any disability except for D/HH
4. Wiki page collaboration and co-construction
5. IEP
6. Online midterm and final exam, 10% each
7. Participation
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10
25
25
20
10
Required Readings
Books:
Hehir, T. with Katzman, L. I. 2012. Effective Inclusive Schools: Designing Effective
Schoolwide Programs. John Wiley & Sons, Jossey Bass: San Francisco, CA.
Dittrich, W. H. and Tutt, R. 2008. Educating children with complex conditions:
Understanding overlapping and co-existing developmental disorders. Sage
Publications: Thousand Oaks, CA.
T. C. Johnston, 2010. Data without tears: How to write measurable educational goals
and collect meaningful data. Research Press.
Nari J. Carter, Mary Anne Prater, Tina Taylor Dyches, 2009. What Every Teacher
Should Know About: Adaptations and Accommodations for Students with Mild to
Moderate Disabilities. Pearson Education Inc.: Upper Saddle River, NJ.
Articles:
Bruce, S., DiNatale & Ford, J. 2008. Meeting the needs of deaf and hard of hearing
students with additional disabilities through Professional Teacher Development.
American Annals of the Deaf. 153(4), 368-375.
Cheatham, G. A., Hart, J. E., Malian, I., & McDonald, J. 2012. Six things to never say or
hear during an IEP meeting: Educators as advocates for families. Teaching
Exceptional Children, 44(3), 50 – 57.
Esterbrooks, S.R., Sheets, P. M., Lytle, W. R. & Crook, B. S. 2004. Ignoring FAPE, a
costly mistake: The case of F. M. & L. G. Journal of Deaf Studies and Deaf
Education. 9(2), 219-227.
Ewing, K.M., & Jones, T.W., 2003. An educational rationale for deaf students with
multiple disabilities, American Annals of the Deaf, 148, 267-271.
Guardino, C. 2008. Identification and Placement for Deaf Students with Multiple
Disabilities: Choosing the Path Less Followed. American Annals of the Deaf.
Jones, T. W., Jones, J. K. & Ewing, K. M. 2006. Students with multiple disabilities. In
D. F. Moores & D. S Martin (Eds.), Deaf learners: Developments in Curriculum
and Instruction (p. 127-143). Gallaudet University Press: Washington, D.C.
Kingsley, E. P. 1987. Welcome to Holland.
Knoors, H. & Verflood, M. P. J. 2011. Educational programming for deaf children with
multiple disabilities: Accommodating special needs. In Nathan, P., Marschark,
M. & Spencer, P. E. (Eds.), The Oxford Handbook of Deaf Studies, Language
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and Education, Vol. 1, Second Edition. Chapter 6, p. 82-96. Oxford University
Press: New York, NY.
Luckner, J. L., & Carter, K. 2001. Essential competencies for teaching students with
hearing loss and additional disabilities. American Annals of the Deaf, 146 (1), 7‐
15.
McBride, H. & and Goedecke, M. 2012. Curriculum modification: Making standards
accessible for deaf students with disabilities, Odyssey, 13, p. 8-13.
Luckner, John L., and Kathy Carter. 2001. Essential Competencies for Teaching
Students with Hearing Loss and Additional Disabilities. American Annals of the
Deaf 146(1), p. 7-15.
Minnesota Dept. of Education, Special Education Policy Division. 2012 (4.24).
Developing present levels of academic achievement and functional performance
(PLAAFPS) & standards-based IEP goals and objectives: A discussion guide.
http://www.lcsc.org/cms/lib6/MN01001004/Centricity/Domain/21/PLAAFPTemplat
e.pdf
Mitchell, R. E. & Karchmer, M. A. 2006. Demographics of deaf education: More
students in more places. American Annals of the Deaf, 151(2), 95-104.
National Center on Accessible Instructional Materials, (n.d.). Curriculum Access for
Students with Low-Incidence Disabilities: The Promise of UDL.
http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl,
(downloaded on 5.5.13)
Odyssey issue on Deaf+Autism: Deafness & Autism: Odyssey, spr/sum 2008
Odyssey issue on Deaf+: Supporting Students: Working Together to Meet Diverse
Needs, Odyssey, spr/sum 2010
Page, S. J. & Wayda, V. K. 2001(Winter). Modifying sport psychology services for
athletes with cerebral palsy. Palaestra, 17(1), 10-14.
Pizzo, L. & Bruce, S. M. 2010(May). Language and play in students with multiple
disabilities and visual impairments or deaf-blindness. Journal of Visual
Impairment & Blindness, 104(5), 287-297.
Pollack, B.J. 1997(Aug). Educating Children Who Are Deaf or Hard of Hearing:
Additional Learning Problems. ERIC Clearinghouse on Disabilities and Gifted
Education, Reston VA. ERIC identifier: ED414666.
Raising Deaf Kids. (n.d.) Oppositional Defiant Disorder. From
http://www.raisingdeafkids.org/special/odd/odd.pdf (downloaded 3.5.13)
Samar, V. J., Parasnis, I. & Berent, G. P. 1998. Learning disabilities, attention deficity
disorders, and deafness. In Marschark, M. & M.D. Clark (Eds.), Psychological
Perspectives on Deafness, Vol. 2. Lawrence Erlbaum Associates: Mahwah, NJ.
Spencer, P. E. & Marschark, M. 2010. Programming for children with multiple
disabilities, Chapt 10 (p. 171-186). Evidence-Based Practice in Educating Deaf
and Hard-of-Hearing. Oxford University Press: New York, NY.
Stephen, J. Page, and K. Wayda Valerie. 2001. Modifying sport psychology services for
athletes with cerebral palsy." Palaestra 17(1): 10-4.
Szymansky, C. A. 2012. Managing behavior by managing the classroom: Making
learning accessible for deaf and hard of hearing students with autism spectrum
disorders, Odyssey, 13, 26-31.
Szymanski, C. A., Brice, P. J., Lam, K. H. & Hotto, S. A. 2012 (Oct). Deaf children with
autism spectrum disorders, Journal of Autism and Developmental Disorders,
42(10), 2027-2037.
Wolfe, P. E. & Hall, T. E. 2003. Making inclusion a reality for students with severe
disabilities. Teaching Exceptional Children, 35(4), 56.
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Videos – A Partial List: (all links are on our Wiki page)
How Difficult Can This Be? The F.A.T. City Workshop
Beyond F.A.T. City: A look back, a look
Teach me Different: Effective teaching methods
Assistive technology: Powerful solutions for technology
Winning strategies for inclusive education
Teens with disabilities
Inside dyslexia
Echoes of autism
It’s so much work to be your friend
Living with ADHD
Special Needs in Regular Classrooms: Sean’s Story
Balancing Learning Standards and Diverse Needs
Unforgotten: 25 Years After Willowbrook
Heavy Metal Umlaut (on myCourses)
Recommended optional readings and viewings:
Articles:
Block, M.E. & Obrusnikova, I. 2007. Inclusion in physical education: A review of the
literature from 1995 – 2005. Adapted Physical Activity Quarterly, 24(2), 103-124.
Canada Department of Education Division of Student Support Services. 2008.
Programming for individual needs: Pathway 5 Functional Curriculum Guide.
Retrieved from
http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/publications/FunctionalC
urriculumGuide.pdf
Dell, A. G., Newton, D. A., & Petroff, J. G. 2008. Assistive technology in the classroom:
Enhancing the School Experiences of Students with Disabilities. Upper Saddle
River, NJ: Pearson. (Chapter 1)
Drame, E.R. & Xu, Y. 2008. Examining sociocultural factors in response to intervention
models. Childhood Education, 85(1), 26 – 32.
Eisenhower, J. 2007. Just looking and staring back: Challenging ableism through
disability performance art. Studies in Art Education: A Journal of Issues and
Research, 49(1), pp 7 – 22.
Elliott, S. 2008. The effect of teachers’ attitude toward inclusion on the practice and
success levels of children with and without disabilities in physical education.
International Journal of Special Education, 23(3), 48-55.
Giangreco, M. F. 2001. Guidelines for Making Decisions about IEP Services. Retrieved
from: http://www.uvm.edu/~cdci/archives/mgiangre/IEPServices2001.pdf
Goodley, D. & Roets, G. 2008. The (be)comings and goings of “developmental
disabilities”: The cultural politics of “impairment.” Discourse: Studies in the
Cultural Politics of Education, 29(2), 239 – 255.
Henderson, B. 2012. Collaborating to Make Schools More Inclusive. Harvard Education
Letter, March/April, pp. 4 – 6.
Lee, H. & Templeton, R. 2008. Ensuring equal access to technology: Providing assistive
technology for students with disabilities. Theory Into Practice, 47(3), 212-219.
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Lo, L. 2012. Demystifying the IEP process for diverse parents of children with
disabilities. Teaching Exceptional Children, 44(3), 14-20.
MacLean, J. 2008. The art of inclusion. Canadian Review of Art Education: Research
and Issues, 35, 75-98.
Nevin, A. & Smith, R. 2007. Infusing disability studies into professional practice:
Perspectives and strategies. Paper presented at Third Annual Research
Conference. Retrieved from http://eric.ed.gov/PDFS/ED495021.pdf
Scruggs, T.E., Mastropieri, M.A., & Okolo, C.M. 2008. Science and social studies for
students with disabilities. Focus on Exceptional Children, 41(2), 1 – 24.
Soukup, M. & Feinstein, S. 2007. Identification, Assessment, and Intervention
Strategies for Deaf and Hard of Hearing Students with Learning Disabilities.
American Annals of the Deaf, 152 (1), p. 57.
Stone, R.H., Boon, R.T., Fore, C. III, Bender, W.N., & Spencer, V.G. 2008. Use of text
maps to improve the reading comprehension skills among students in high
school with emotional and behavioral disorders. Behavioral Disorders, 33(2), 8798.
Wisconsin Department of Public Instruction. 2010. A guide for writing IEPs. Retrieved
from: http://sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf
Recommended Online Activities:
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High-Quality Mathematics Instruction: What Teachers Should Know:
http://iris.peabody.vanderbilt.edu/math/chalcycle.htm
Improving Writing Performance: A Strategy for Writing Persuasive Essays:
http://iris.peabody.vanderbilt.edu/pow/chalcycle.htm
Info Brief – Science Inquiry: The Link to Accessing the General Education
Curriculum:
http://iris.peabody.vanderbilt.edu/resource_infoBrief/info_brief_files/k8accesscent
er_org _documents_scienceinquiry_pdf_pdf.html
What do you See? Perceptions of Disability
http://iris.peabody.vanderbilt.edu/da/chalcycle.htm
Collaborating with Families: http://iris.peabody.vanderbilt.edu/fam/challenge.htm
Cultural and Linguistic Differences: What Teachers Should Know:
http://iris.peabody.vanderbilt.edu/clde/chalcycle.htm
Providing Instructional Supports: Facilitating Mastery of New Skills:
http://iris.peabody.vanderbilt.edu/sca/challenge.htm
SRSD: Using Learning Strategies to Enhance Student Learning:
http://iris.peabody.vanderbilt.edu/srs/chalcycle.htm
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Tentative Course Calendar
Date
Topic
T:3.5.13
W:3.6.13
Demographics
Disabilities (functional, IDEA)
Intro to wiki page
How Hard can this be? F.A.T City
Laws, IEPs
Week 1
T:3.12.13
W:3.13.13
Week 1
Assignments:
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Hehir Part 1 p 1-52
Data without tears Chapt 1-3, p. 1-22
Spencer & Marschark 2010 chapt 10
Guardino, 2008
Mitchell & Karchmer, 2006
Online:
 Wiki: Intro yourself
 Two quiz questions re readings plus
answers
T:3.19.13
W:3.20.13
Understanding students with
academic disabilities



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Week 1
Hehir part 2, p 58-122
Educating complex conditions chapts
1, 2, 3
Wolf & Hall, 2003
Pollack, 1998
Samar, Parasnis & Berent 1998
Online:
 Wiki: Two quiz questions re readings plus
answers
 Video:
www.pepnet.org/resources/cooccuring
 Wiki paragraphs
T:3.26.13
W:3.26.13
Understanding students with
cognitive and social disabilities
Week 1
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
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Hehir part 3 p 126-156
Szmanski, 2012
Szmanski et al., 2012
Raising Deaf Kids: ODD
Odyssey, Spr/Sum 2008
Online:
 Wiki: Two quiz questions re readings plus
answers
 Wiki paragraphs
T:4.2.13
W:4.3.13
Understanding students with
physical disabilities
Week 1
T:4.9.13
W:4.10.13
Week 1
IEPs 1
 Hehir part 4 p 158-202
 Stephen, Page & Wayda, 2001
 Pizzo & Bruce, 2010
Online:
 Wiki: Two quiz questions re readings
 Wiki: Video review of book
 Wiki paragraphs
 Data without Tears
 Minnesota DOE, 2012 PLAAFPS
Online:
 Wiki: Two quiz questions re readings
 Wiki paragraphs
8
T:4.16.13
W:4.17.13
Instructional interventions,
accommodations, inclusion: 1

Instructional interventions,
accommodations, inclusion: 2
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Week 1
T:4.23.13
W:4.24.13
Week 1
Educating Complex Conditions chapts
4, 5, 6
 Jones, Jones & Ewing, 2006,
 Nat’l Center on Curriculum Access – UDL
 McBride & GeoDecke, 2012
Online:
 Wiki: Two quiz questions re readings
 Wiki paragraphs
Making Accommodations
Luckner & Carter, 2001
Bruce, DiNatale, & Ford, 2002
Knoors & Verflood, 2011
Ewing & Jones, 2003
Online:
 Wiki: Two quiz questions re readings
 Wiki paragraphs
T:4.30.13
W:4.31.13
IEPs 2
Week 1
T:5.7.13
W:5.8.13
Week 1
Working with others
 Cheatham et al, 2012
Online:
 Wiki: Two quiz questions re readings
 Wiki: IEP due & bring to class
 Wiki paragraphs
 Welcome to Holland
 Esterbrooks et al, 2004
 Second FAT City video
Online:
 Wiki: Two quiz questions re readings ‘
 Wiki: All your paragraphs complete!
9