The American sign language specialist: The development of a model position in deaf education

Persistent Link:
http://hdl.handle.net/10150/291452
Title:
The American sign language specialist: The development of a model position in deaf education
Author:
Wix, Tina Rebecca, 1960-
Issue Date:
1993
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Deaf children often lack signed language competence due to a lack of a rich linguistic environment in their homes during the critical language acquisition period. In order to facilitate language development in deaf children, signed language development programs should be staffed with appropriate personnel with a background in ASL acquisition. The American Sign Language (ASL) Specialist model has been proposed to meet the linguistic needs of deaf children. Results of the survey indicate that there are some positions in American deaf education that partially meet the proposed model. The objectives and responsibilities of those positions need to be refined so that the focus of the position is to facilitate linguistic, cognitive, social, and emotional development in deaf children prior to their learning English as a second language. This thesis also explores the possibility of establishing standards for a new profession of ASL Specialist.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Education, Bilingual and Multicultural.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Special Education and Rehabilitation
Degree Grantor:
University of Arizona
Advisor:
Supalla, Samuel

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe American sign language specialist: The development of a model position in deaf educationen_US
dc.creatorWix, Tina Rebecca, 1960-en_US
dc.contributor.authorWix, Tina Rebecca, 1960-en_US
dc.date.issued1993en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractDeaf children often lack signed language competence due to a lack of a rich linguistic environment in their homes during the critical language acquisition period. In order to facilitate language development in deaf children, signed language development programs should be staffed with appropriate personnel with a background in ASL acquisition. The American Sign Language (ASL) Specialist model has been proposed to meet the linguistic needs of deaf children. Results of the survey indicate that there are some positions in American deaf education that partially meet the proposed model. The objectives and responsibilities of those positions need to be refined so that the focus of the position is to facilitate linguistic, cognitive, social, and emotional development in deaf children prior to their learning English as a second language. This thesis also explores the possibility of establishing standards for a new profession of ASL Specialist.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSupalla, Samuelen_US
dc.identifier.proquest1356952en_US
dc.identifier.bibrecord.b314465909en_US
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