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Short Learning Programme
on
South African Sign Language Practice
Deaf Sign Language Assistants have been appointed at all schools for the Deaf nationally and their task is to co-teach with hearing teachers. Although they are competent in SA Sign Language they have never had any formal training in the practical teaching of SA Sign Language. NWU in partnership with the Development Institute for the Deaf and Blind have expertise and experience to equip the Deaf teaching assistants with the relevant knowledge and skills to perform this function.

Purpose of the course:

The aim of this course is to equip Deaf teaching assistants with the knowledge and skills to co-teach with hearing teachers in schools for the Deaf.

Admission requirements:

Admission requirements: 
Grade 12, NQF4 or N3 and proficiency in SA Sign Language
Learning assumed to be in place: 
Proficient in South African Sign Language.

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

  After completion of this course, participants will: Participant will be assessed on the following criteria:
Topic 1: Understanding deafness from an Audio-logical perspective
  • Understand the basic anatomy and physiology of the human ear.
  • Identify the types of hearing loss.
  • Identify possible causes of congenital hearing loss.
  • Identify possible causes of acquired hearing loss.
  • Understand sound waves, transmission of sound and the hearing process.
  • Explain the degree of hearing loss in terms of decibel notation and the audiogram.
  • understand the range of hearing loss and educational implications
  • Understand the age-appropriate speech and hearing milestones.
  • Understand the age-appropriate speech and language milestones.
  • Identify the signs of problems in speech, language, and hearing development.
  • Know the difference between hearing aids.
  • understand how to live with a hearing loss
  • List the characteristics of Deaf learners.
  • Identify various communication methods with deaf people.
  • Know how to maintain motivation in their task.
Participants will have to demonstrate their understanding of deafness from an audio-logical perspective, with particular reference hearing loss, language milestones and the characteristics of Deaf learners. They must be able explain the role of motivation and how it is sustained
Topic 2: Deaf Community: Terminology, naming, myths, assumptions and Deaf Culture
  • Define terminology related to deafness and be able to distinguish the differences thereof
  • Define Deaf community
  • List and explain the factors regarding membership into the Deaf community
  • Explain the process of naming in the Deaf community
  • Define a sign name
  • Explain the role of sign names in Deaf culture
  • List and explain the classes and subclasses of sign names
  • Describe their own sign name with reference to how sign names are given
  • Identify and explain myths and assumptions about deafness, deaf people, hearing people, sign language and sign language interpreters
  • Describe how you would attempt to dispel these myths and assumptions
  • Identify the various appropriate ways to get a Deaf person’s attention
  • Understand when someone uses you as an intermediate to get a Deaf persons attention
  • Get a Deaf persons attention successfully
  • Explain the basic rules surrounding effective communication with the Deaf
  • List and explain the methods of effective communication with the Deaf.
  • List and explain the various acceptable methods of asking for clarification or repetition during a signed conversation
  • List and explain the various acceptable methods of interrupting and closing a signed conversation
  • Use the four commonly used sign phrases when asking for clarification or repetition
  • Use common phrases used in ending signed conversations
Participants will have to demonstrate their understanding of the typical terminology used in the Deaf community. They should be able to explain myths associated with the Deaf community and the basic rules of communicating with this community. They must be able to demonstrate their ability to conduct a conversation with a Deaf person, making use of the required conventions
Topic 3: Sign Language: Alphabet and numbers, parameters of a sign, greetings, introductions and question words, exchanging Information.
  • Sign and understand the alphabet and numbers in SASL
  • Identify different shapes signed by another person and be able to repeat the shape
  • Sign and understand the alphabet and numbers in SASL
  • Identify different shapes signed by another person and be able to repeat the shape
  • List and explain the five parameters of a sign
  • Identify the five parameters of an individual sign
  • Apply the five parameters when making notes and remembering a new sign
  • Introduce themselves
  • Ask and answer simple questions
  • Sign and understand question words
  • Partake in a basic introductory conversation, i.e. greetings and introducing yourself
  • Understand and apply SASL rules of grammar
  • Use appropriate non-manual signals
  • Sign and understand terminology related to the work environment
  • Ask and answer simple questions related to the work environment
  • Make requests, give commands and provide directions appropriately
  • Use appropriate conversational responses
Participants will have to demonstrate their understanding of the Sign Language alphabet. They must demonstrate their ability to sign in a work environment, using appropriate and clear Sign Language. They must demonstrate a good knowledge of Sign Language grammar in a practical assessment
Topic 4: Deaf/hearing team teaching practice
  • Understand the concept of team teaching
  • Identify training needs for Deaf teaching assistants.
  • Know the responsibilities of Deaf teaching assistants.
  • Identify the characteristics of a good Deaf teaching assistant.
  • Understand terminology related to assistive devices and classroom practice.
  • Understand applicable accommodations about deaf learners.
  • Understand the role of an interpreter.
  • Understand the importance of seating and lighting with regard to the teaching of Deaf learners.
  • Identify and list visual aids.
  • Apply question techniques.
  • Know the role of note takers.
  • Prepare notes, handouts and written supplements.
  • Understand what test accommodations entail.
  • Know how to use unfamiliar and new vocabulary.
  • Use of e-mail, fax, and word processor s.
  • Apply various teaching techniques.
  • Understand pace and time.
  • Know how to use the blackboard
  • Understand the implications of South African Sign Language as Home Language
  • Identify the characteristics of SASL in comparison with English
  • Understand the content of the CAPS for the SASL Curriculum.
  • Know how to use the teaching plans for South African Sign Language
  • Have knowledge of assessment in SASL Home Language
  • Understand LTSM for SASL and how to use it in the classroom
Participants will have to demonstrate their understanding of the role and function of the Deaf teaching assistant in class. They must be able to explain the function of assistive devices, teaching-learning aids and the role of an interpreter. They must be able to demonstrate the use of teaching-learning techniques in a Deaf classroom. They must be able to explain the role and function of the school curriculum

 

Assessment: 
Final assessment: Practical and Theory
Method of assessment: 
Participants will be assessed by using class-based and real-life situation evaluation of their progress in co-teaching of SA Sign Language. Assessment will be done continuously. Practical sessions will be video-taped and assessed by lecturers.

Additional information

Mode of delivery: 
Mixed
Target group: 
The aim of this course is to equip Deaf teaching assistants with the knowledge and skills to co-teach with hearing teachers in schools for the Deaf.
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821