FY 2008 Annual Report of Achievements - Gallaudet University
FY 2008 Annual Report of Achievements - Gallaudet University FY 2008 Annual Report of Achievements - Gallaudet University
A-8 TEACHING EMOTIONAL INTELLIGENCE: A CURRICULUM FOR HIGH SCHOOL SOCIAL STUDIES CLASSES.............A-133 TECHNOLOGY IN EDUCATION CAN EMPOWER DEAF STUDENTS...................................................................................A-134 THERE’S A DEAF CHILD IN OUR SCHOOL: A PRACTICAL GUIDE....................................................................................A-136 TRANSITION RESOURCES..........................................................................................................................................................A-137 TRANSITION SKILLS GUIDELINES...........................................................................................................................................A-138 TRANSITIONS: LEARNING TO WORK—WORKING TO LEARN (A CAREER EDUCATION CURRICULUM)..................A-139 WORLD AROUND YOU ..............................................................................................................................................................A-139 GALLAUDET UNIVERSITY REGIONAL CENTER ACTIVITIES ALL REGIONS..............................................................................................................................................................................A-141 NORTHEAST REGION................................................................................................................................................................A-141 SOUTHEAST REGION.................................................................................................................................................................A-142 MIDWEST REGION.....................................................................................................................................................................A-142 WESTERN REGION.....................................................................................................................................................................A-143 PACIFIC REGION ........................................................................................................................................................................A-143
University Research Projects The History and Structure of Black ASL See Linguistics. ASL and Deaf Studies Perception of Left vs. Right Handed Signers Status: Ongoing Begin date: April 2008 End date: May 2009 Principal Investigator(s): Riddle, Wanda (student) – ASL and Deaf Studies Description: One reason to examine the perception of left- and right-handed signers is that ASL uses both hands to produce signs, and there are rules limiting how they can be used, depending on the dominance of a hand. Battison (1978) noted that ASL has signs where both hands are symmetric, e.g., EQUAL and SYSTEM, and other signs where one hand is dominant, e.g., INVESTIGATE and TIME. Dominance may be switched between the two hands depending on the context. In general, most people (between 70% and 95%) are right-handed (Scientific American, November 2001); therefore, the right hand tends to be dominant. Signers who use their left hand as the dominant hand often look different from the majority of signers and may be more difficult to perceive. For example, one left-handed signer (personal communication, 2008) noticed that people who have difficulties perceiving ASL have asked her to repeat important information. Finally, following directions by left-handed signers has been difficult for some people. To examine the perception of left- and right-handed signers, an item-arrangement task will be used that requires the participant to follow a model’s spatial description of items that have been arrayed in a particular way. The model will be either left- or right-handed. The descriptions will involve spatial orientation, which may be more difficult for the participant to follow if the model is left-handed. Funding source: GRI Small Grant A-9
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- Page 118 and 119: 110 Table 30. FY 2008 Clerc Center
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- Page 153 and 154: Table of Contents UNIVERSITY RESEAR
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- Page 161 and 162: Arnos, K.S. (2008, March). Genetics
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- Page 183 and 184: It Takes a Village Status: Ongoing
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- Page 191 and 192: Comparison of Lexical Versus Morpho
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A-8<br />
TEACHING EMOTIONAL INTELLIGENCE: A CURRICULUM FOR HIGH SCHOOL SOCIAL STUDIES CLASSES.............A-133<br />
TECHNOLOGY IN EDUCATION CAN EMPOWER DEAF STUDENTS...................................................................................A-134<br />
THERE’S A DEAF CHILD IN OUR SCHOOL: A PRACTICAL GUIDE....................................................................................A-136<br />
TRANSITION RESOURCES..........................................................................................................................................................A-137<br />
TRANSITION SKILLS GUIDELINES...........................................................................................................................................A-138<br />
TRANSITIONS: LEARNING TO WORK—WORKING TO LEARN (A CAREER EDUCATION CURRICULUM)..................A-139<br />
WORLD AROUND YOU ..............................................................................................................................................................A-139<br />
GALLAUDET UNIVERSITY REGIONAL CENTER ACTIVITIES<br />
ALL REGIONS..............................................................................................................................................................................A-141<br />
NORTHEAST REGION................................................................................................................................................................A-141<br />
SOUTHEAST REGION.................................................................................................................................................................A-142<br />
MIDWEST REGION.....................................................................................................................................................................A-142<br />
WESTERN REGION.....................................................................................................................................................................A-143<br />
PACIFIC REGION ........................................................................................................................................................................A-143
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