Teaching Sign Language to Children with Behavior Disorders Utilizing Direct Instruction.

Autor/inn/en	Jitendra, Asha; und weitere
Titel	Teaching Sign Language to Children with Behavior Disorders Utilizing Direct Instruction.
Quelle	(1996), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Sign Language; Behavior Disorders; Communication Skills; Educational Principles; Elementary Education; Emotional Disturbances; Hearing Impairments; Instructional Development; Instructional Effectiveness; Lesson Plans; Multiple Disabilities; Nonverbal Communication; Social Integration; Special Schools; Teaching Methods + Suchen Sie Ihr Suchwort? Kommunikationsstil; Bildungsprinzip; Elementarunterricht; Gefühlsstörung; Hearing impairment; Hörbehinderung; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Lesson planning; Unterrichtsplanung; Multiple disability; Mehrfachbehinderung; Non-verbal communication; Nonverbale Kommunikation; Soziale Integration; Special school; Sonderschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes the planning and implementation of an instructional unit to teach the basics of American Sign Language to a class of nine elementary-aged male students with serious emotional disturbances (including one with a severe hearing impairment) in a laboratory school. The systematic instructional approach, direct instruction, was used. Direct instruction utilizes a mastery learning paradigm, a structured teacher-directed approach, careful monitoring of student performance, and provision of immediate and corrective feedback. Instructional planning involved pretesting of hand proficiency, selection of specific signs, and development of instructional objectives and detailed lesson plans. Implementation consisted of daily half-hour lessons over a 3-week period, each of which involved review, statement of objectives, direct instruction, practice, and feedback. Evaluation indicated that 5 of the 6 students who completed the posttest surpassed the mastery criterion of 24 signs out of the 42 signs taught, with students gaining an average of 34 new signs. Evidence of intrinsic motivation in learning and using sign language was seen. Most students spontaneously initiated conversation with the hearing-impaired student. Lesson topics, a sample lesson plan, and the assessment story are attached. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC