270 likes | 504 Vues
National Association for Developmental Education. 33rd Annual Conference February 25-29 Greensboro, N.C. Teaching Math to Students who are Deaf and Hard-of-Hearing. Department of Mathematics and Computer Science Bergen Community College 400 Paramus Road Paramus, New Jersey 07652
E N D
National Association for Developmental Education 33rd Annual Conference February 25-29 Greensboro, N.C.
Teaching Math to Students who are Deaf and Hard-of-Hearing Department of Mathematics and Computer Science Bergen Community College 400 Paramus Road Paramus, New Jersey 07652 Telephone: 201-447-7975 Linda Kass firstname.lastname@example.org Melanie Walker email@example.com Robert Fusco firstname.lastname@example.org Tia Ivanko email@example.com
AGENDA • Bergen Community College • Developmental Math Department • Accommodations for students with disabilities • The Center for Collegiate Deaf Education • Areas of concern when using accommodations in developmental math courses • American sign language interpreted math video tapes; leveling the playing field • A Sample Lesson
BERGEN COMMUNITY COLLEGE • Located in the greater metropolitan New York City area • Comprehensive community college • AA, AS, and AAS degrees • Certificates • Enrollment • Approximately 16,000 students • Multicultural, multiethnic population • More than 18% with a self-disclosed and documented disability
Bergen Community College Developmental Math Classes • 6,500 students registered per year in Developmental Basic Math and Algebra Sections • 270 sections of Developmental Basic Math and Algebra • 250 “Typical” sections in Basic math and Algebra • 20 “Special math” classes
“Typical” Math Sections • Class meets for 80 minutes, twice a week • Class size is 30 students • Heterogeneous groups
Special Math classes MAT 011AL – Classes • Arithmetic accuplacer score, 20-30 • Meet three times a week with for 55 minutes • Have a linked support. With computer aided instruction MAT 012CA- Classes; Fast track • Arithmetic accuplacer score, 60-76 • Seven week 011 arithmetic course that is done in the computer lab. • Linked with a regular beginning algebra class • Students complete their developmental math requirement faster. MAT 010, 033, 034, • Linked Support classes • Students repeating developmental math classes for a third time.
‘Reasonable’ AccommodationsRehabilitation Act of 1973 - Section 504 • Students who have self identified, provided documentation of a disability, and request accommodations are entitled to receive approved modifications, appropriate adjustments, or auxiliary aides to enable them to participate in and benefit from all educational programs and activities. • Accommodations should not be a fundamental alteration of nature of the course, content, or activity.
Accommodations At Bergen • Extended-Time testing • Assistive Technology • Readers • Scribes • Recording of lectures • Calculator • Medical Assistance • Computer • Personal Counseling • Sign language interpreters • Speech-to-text [C-print] • Note-taking services • Permanent tutoring • Individual registration assistance
The New Jersey Regional Center for Collegiate Deaf Education • ABOUT CCDE: • Northern Regional Center for students who are Deaf & Hard of Hearing • Established with a grant from the NJ Commission on Higher Education • Works collaboratively with Bergen’s Office of Specialized Services • The aim of the Center is to sponsor students in their commitment to higher education via comprehensive support services and personal enrichment opportunities. • Center Highlights: • Staff whom are fluent users of American Sign Language with strong backgrounds in Deaf Education. • A large pool of highly qualified service providers. • Access to resources within the college and community. • A long history of service and support of Deaf and hard of hearing students.
Students with a hearing loss at Bergen • Spring 2009 28 students • 18 Deaf & primary mode of communication is sign language • 10 HOH do not use or know sign language • Fall 2008 26 students • 16 Deaf & primary mode of communication is sign language • 10 HOH do not use or know sign language • Fall & Spring 2005 59 students* • Students taking Developmental courses • 12/18 Developmental Math • 8 of the 12 are also taking Developmental English
Common Classroom Accommodations for students with a Hearing loss • Sign Language Interpreters • Peer note-takers • Permanent peer & professional tutoring
Challenges in Math Courses • Interpreting Services 2. Peer note-taking 3. Tutoring 4. Students skills
Using sign language interpreters Concerns: • Interpreters may not be comfortable with the math concepts and math terminology • Interpreters may not always be same interpreter for all classes • Interpretation is literally a translation to a “different” language • Interpretation requires processing time
Using Peer Note-Takers Concerns: • Securing a note-taker • Will you get a volunteer? • Quality of notes • Will the notes be accurate? • Will the note-taker be on time? • Delivery of notes • Will the notes be copied and handed out to the students? • Will the note taker give the notes to the students who are absent?
Tutoring Services Concerns: • Tutor & student use an interpreter for communication • Tutor may not use the same terms as the instructor • Coordination of tutoring times between tutor, student and interpreter is difficult
Students’ Challenges Students: • Have difficulty comprehending English in the math text • Receive translated and/or interpreted message • Have difficulty watching an interpreter and the board at the same time • Have difficulty taking notes and watching the interpreter at the same time
Student Comments • What do you consider your first language? • 37.5% said English, then American Sign Language • 50% said American Sign Language • 12.5 % said Both English & American Sign Language • Which do you prefer on videos for learning interpretations or closed captions? • 25 % prefer closed captions only • 50% prefer interpretations • 25% prefer both closed captions & interpretation
Student Comments Cont… • Where do you look during Math lessons? • 38% Watch the board instead of the interpreter • 13% Watch only the interpreter • 38% Watch the board AND the interpreter ** • 11% did not respond to this question • Do you watch the interpreter more in Math? ** • 66% Watch the interpreter more than in other courses • 13% Said no difference • 21% did not respond to this question
What works? According to the students • When the instructors …. I learned better • Wrote information clearly on the board • Made time for extra help; sat with me & explained concepts step by step • Took time to get to know me & to develop a positive relationship • Paid attention to me equally • Were flexible and gave me time to understand • Allowed me time to ask questions
STRATEGIES FOR TEACHING MATH Keep it CLEAR Keep it SIMPLE Keep it ORGANIZED Make it FUN !!!
How do we as educators try to level the playing field for students who are deaf or hard of hearing?
AMERICAN SIGN LANGUAGE INTERPRETED MATH VIDEOS
: The videos provide the following: • All lessons are contained in one field of vision • The lessons are consistent, using the same interpreter • The video can be put on pause • The video can also be used by anystudent
Videos Also… • The video can be replayed • Students won’t need to request interpreting services • Math terms can be clearly defined before the lessons
Thank you Thank You