American Sign Language Research Paper

American Sign Language or ASL was made in the early 19th century in the American School for the Deaf in Hartford, Connecticut, from a condition of verbal communication. Ever since then, ASL use has spread extensively by way of schools for the deaf and deaf community organizations. ASL is a comprehensive, intricate language that employs gestures made by moving the hands shared with facial expressions and poses of the body. It is the key language of many North Americans who are deaf and is one of numerous communication alternatives used by people who are deaf or hard-of-hearing.
A glaring reward is the experience you will receive in adapting you lectures to help fit the individual students’ needs. By learning to adapt this ensures that you will be on the way to making sure the student meets all the necessary academic standards. For instance some accommodations you could make for the individual is using lots of visual aids, sitting the student closest to you so they could read your lips things of that nature. You could also create an outline for the entire class ahead of time so that the student can easily go along with the class. The reward not only goes to you as a teacher but to the other students in your classroom. Teaching a deaf or hearing impaired

student gives other students the chance to recognize the tests the deaf community faces, thus making this a multicultural and engaging experience. That is not to say that there will not be any challenges either. The major challenge facing students with hearing impairments is communication. Hearing-impaired students differ widely in their speaking skills. Some of the challenges in teaching deaf or hearing impaired students are: having to constantly allow a break after sentences, or between opinions. This will allow the interpreter (if the student has one) or the student to catch up, particularly if you are questioning the class if they have any questions.

Option 2)
Sociocultural theory was produced from the work of influential psychologist Lev Vygotsky, who said that parents, caregivers, peers, and the culture at large were accountable for the expansion of higher order functions. Each culture, though, offers what he speaks of as 'tools of intellectual adaptation.' These implementations allow children to use their basic intellectual capabilities in a way that is adaptive to the culture in which they live. While one culture might put emphasis on memorization approaches like note-taking, other cultures might make use of tools like reminders or memorization, for example.
I feel that Vygotsky would approve of how the Irish Travellers teach one another about their cultural. They pass down their culture by way of storytelling and the use song. Their culture is deviant from what is to be considered the U.S. “norm” culture in many ways. One such way is that they allow for 11 year old girls to be engaged to be married to 20+ year old men. This is assuredly different from this regions social norms, not to mention it is against many laws. They also differ from typical social norms that they marry as young as sixteen years of age, and even to their first or second cousins.
It is important that Traveller culture is replicated in the school’s properties.

This enhances the learning capability for all children not just the Traveller students. As a teacher one should find a way to celebrate their vast history and way of life and to make sure they are effectively integrated into the classroom culture. As sort of a way to smooth in transition you could pair up a younger Irish Traveller with an “older brother/sister” in the classroom. This could prove effective because, older siblings are usually given the obligation of looking after younger siblings. Also, since schooling is new to them, always strive to give encouragement because there will be struggles due to lack of formal

schooling.

Option 3)
Many students often have some form of memory problems. Students who have shortages in cataloging information in temporary memory often have difficulty recalling whatever instructions or directions they had just been received, what was just said during exchanges and class talks and dialogs, and what they just read. Students who have some problems with their working memory, often forget what they are doing while doing it.
There are quite a lot of ways to come to the aid of students who may have memory deficits. One such way is giving teacher-prepared handouts prior to class lectures. Say if your standard called for the student to be able to identify the major political and economic factors that shaped world societies between World War I and World War II, you could use a handout in the form of an outline.
The packets that you would give out for class lectures could consist of a brief set of notes with blank spaces or a partially completed graphic organizer that the student would complete during the lecture. Possessing this material both enables students to recognize the significant information that is given during the lectures and to appropriately bring together the info in their notes. Both of these events enhance memory of the information as well.
Another very engaging and involving way to help with a students’ memory is having a role reversal. Using the standard above, you could go over the information on one given day and then they next day have the student teach it to you as if you never learned it. Also, you could divide sections of the chapter amongst the students and they each have to teach the class as well as you, the teacher. This works because it helps the student in being able to clarify how to do something consists of making logical sense of information and intellectually filing it.