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An Oppinion Study of Teachers for deaf students An Oppinion Study of Teachers for deaf students Educational Guides for Educational Programs with televised.

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Presentation on theme: "An Oppinion Study of Teachers for deaf students An Oppinion Study of Teachers for deaf students Educational Guides for Educational Programs with televised."— Presentation transcript:

1 An Oppinion Study of Teachers for deaf students An Oppinion Study of Teachers for deaf students Educational Guides for Educational Programs with televised Closed Caption (CC) and Video Descriptions (AD) Rodríguez – Colón, J.& Ortiz – Rivera, S. ©(2014) Análisis de la implantación de la Guía Educativa – Animalitos Salvajes (año #2) Dicapta-Marzo de

2 Purpose The purpose is to analyse the oppinion of teachers for deaf students regarding the benefits of the Telivised Educational Guides for the Educational Programs with CC and AD ( PEcCC and DA/T ) for DICAPTA (2012) to encourage language proficiency of the deaf students. Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014) 2

3 Research Summary The Televised Educational Guides for Educational Programs with Closed Caption and Audio descriptions (PEcCC and AD/T) – developed by Ortiz – Rivera, Sugeily with the support and supervision of Rodríguez Colón, Juanita (2014). Validated by a Panel of Experts in the areas of: Reading, Early Involvement, Special Education for the Deaf and Education K-12 Project sponsored by the company Dicapta (2001) – offering the same information access to deaf-blind people through audiovisual programs including Closed Caption (CC) and Video or audio Description (AD) for educational materials in Spanish for Hispanics with any sensory disorder. 3 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014)

4 Research Summary Cont. The Educational Guides for PEcCC and AD/T suggest activities to promote the language proficiency of deaf students. Contributes to the better use of televised programs with CC and AD. Encourages critical thinking, literacy (linguistic development- oral), cognitive – logical - mathematical and the emotional development of the student. In this case the deaf students. 4 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014)

5 The activities are developed according to the Standards of Content and Expectations by Grade of the Puerto Rican Department of Education (2007) on the subjects of Spanish, Social Studies and Math ( Science in some cases) It is recommended that the teachers for deaf students see the educational programs prior to presenting them to their students and plan the activities according to the concepts which they are interested their students excel in. Research Summary Cont. 5 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014)

6 Research Question Which are the benefits for deaf students, in language proficiency, promoted through the use of Televised Educational Guides of the Educational Programs with CC and AD in classrooms? 6 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014)

7 Participant’s Description Teacher for Deaf Students Pre K-K 30 years experience as a teacher BS in Elementary Education with emphasis in Special Education Master’s Degree in Preschool Special Education Teacher of the INTER University– (Ponce) in the Special Education Area 7 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014)

8 Benefits of the Educational Guides for PEcCCandDA/T in the deaf students (Educational Center Pedro Fray Ponce de León, Ponce, PR) Understood the subject on birds They adjusted and had the subject under control Gained vocabulary written and in signs: (E.g.: macaw, woodpecker, hummingbird, pelican, plover) Recognized the birds in the educational video Learned new signs to differentiate the types of birds They differentiated the qualities of the birds and their beaks They were able to observe specific details of the birds in the videos Improved their language proficiency skills Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014) 8

9 Benefits of the Educational Guides for PEcCC and AD/T in deaf students Some signs were established to broaden the vocabulary and eventually learn how to read. Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014) 9 INSERT VIDEO HERE

10 Matching Benefits (suggested activity) Answer correctly (identify the animal and what he feeds on) Worked on the skill of visual perception (visual-motor coordination. Intensive work must be carried out at the preschool level) Observed details Moved their eyes from left to right ( the reading development is from left to right and from top to bottom. This must always be worked on) The activity allowed deaf students to: Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014) 10

11 Benefits of the Educational Guides for PEcCC and AD/T for the teacher of deaf students (Voices of the teacher that used them) 1. Offer precise and clear information. 2. Although the Standards of Content and Expectations by Grade are provided by the DE, these guides already include them and facilitate the process of writing and aligning them to the goals and the activities. 3. The suggested activities are of great help and contribution to the teacher due to the fact that in many cases they run out of ideas. 4. These guides provide the activities which facilitates the introduction of activities that have not been done or have not been used in a long time. 5. Speeds up the time, for us the teachers, to write the daily plan. Additionally there is more time to diversify classes instead of spending a lot of time writing down plans. 11 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014)

12 Teacher’s Oppinion “The educational guide is fantastic. I like it very much because it can be easily be done and fits into the curricular Integration”. “The more we can impact the deaf students with the same subject in the same day and the days following (using the activities and the videos) the better it is for them because we are soaking them in it and it is much easier for them to gain vocabulary, remember, understand, learn, ask and relate what they have learned with the videos”. “The subject on birds had been introduced the day before, in a class period. If I would have had the chance to work on it a little longer the result obtained would have been more spectacular with today’s activities”. Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014) 12

13 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014) 13 Teacher’s Oppinion Cont. “The guide was thought out for the deaf, but it is also applicable for the deaf-blind, or with some kind of special disorder or all the children in general”, because the PEcCC and AD/T {are Educational strategies with a Universal Design (UDE)} “Even the youngest children may be exposed because the activities work on all skills and at all levels, carrying out the relevant task analysis. These are skills that can be broken down step by step.” “Deaf children are in general disorganized, either from their homes due to the lack of having communication methods established, they present behavioral problems because of their lack of hearing, or if the diagnose of their deafness was late, this is why these activities that in time require more skills are so effective to work on coordination”.

14 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014) 14 “The activities are according to the preschool level, there was no problem doing them in the classroom”. “The standards and expectations are very well aligned, and when writing down the objectives you can use several that are presented in the guide”. Teacher’s Oppinion Cont.

15 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014) 15 Educational Guide Benefits for PEcCC and AD/T in the classroom according to the teache r The advantage of having such young children and in a full time special education classroom (content), is the flexibility that you may have in the schedule (time may be extended to finish a class or integrate classes). For example in this activity (match the bird with what it eats) speech/language is worked on and it was integrated perfectly Perceptual motor –another activity in which dots are joined to form birds and color them in. Colors are reviewed (some of the language, science and math are integrated). The same subject is worked on in the educational integration.

16 Recommendations for the Educational Guides Teacher : “Add to each activity that sign language and manual spelling must be used, because it is important that sign language be integrated as a first option. Furthermore it makes part of the deaf culture”. Teacher : “Raise awareness that deaf people have a culture of their own and they must feel proud of their language”. Study the educational videos prior to presenting them to the students. This helps plan the educational activities and point out the language proficiency desired for the students to develop. It is important to make a list of the elements that want to be highlighted in the activities. Familiarize the student with the subject that is being worked (introducing it to them before presenting the educational videos) in order to have better performance in the activity(ies) chosen. 16 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014)

17 Educaional Guide Contribution for PEcCC and DA/T: Researcher’s Perspective It provides teachers with a strategy that integrates the UDL in the learning process of the deaf student. Contributes with direct benefits for the students as they are exposed to spoken and written language with the Universally Designed strategy for Learning,UDL. of (DUA, for its initials in Spanish; CAST, 2008) which will enable their reading comprehension and language proficiency. The study will validate the educational guides allowing any teacher, in any scenario, to integrate the televised Educational Programs with CC and AD ( PEcCC and AD/T ) and make the reading development for the student easier. 17 Rodríguez – Colón, J. & Ortiz – Rivera, S. ©(2014)

18 18 Some Conclusions Most of the students (7 out of 8) had total control of the subject and of the assignment (completed the assignment by themselves). Understood the subject on the birds, adapted and controlled it. They gained vocabulary, recognized the birds in the educational video, learned new signs and distinguished the different birds improving the differentiating of the characteristics of the birds and their beaks. They observed specific details of the birds. = They improved their language proficiency.


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