Instructors Of The Deaf

The Council of Education of the Deaf is an organization sponsored by the six national premiere organizations in deafness. The Council maintains high standards for persons working with deaf and/or hard of hearing students in the education process. To this end, the Council certifies the following professionals according to the established guidelines in the specific area of training and experience.

TEACHERS OF THE DEAF AND HARD OF HEARING
Individuals may qualify for no more than 2 endorsements depending on their professional preparation as listed below:

CED may endorse the following for certification as relates to their specialty in addition to knowledge in education of deaf and/or hard of hearing students.

SUPERVISORS OF INSTRUCTION
Individuals who have had educational training in this area are supervising teachers in their educational institution may wish to apply for this endorsement.

ADMINISTRATORS
Current and future administrators wishing to be endorsed by CED as administrators

PSYCHOLOGISTS
Psychologists who have had appropriate training as school psychologists with knowledge of educational processes and issues in deaf education may be endorsed by CED.

FEES
The Council maintains reasonable fees for certification with CED. To this end, the following categories constitute the current fees. Each certification with CED is good for 5 years from the date of issuance.

Those interested in obtaining initial provisional or professional certification with CED may do so by applying directly to:
Dr. Roz Rosen, Executive Director
Council on Education of the Deaf
Fowler Hall 207
Gallaudet University
800 Florida Avenue, NE
Washington, DC 20002-3695
Email: roslyn.rosen@gallaudet.edu

Guidelines for Instructors with Students who are Deaf or Hard of Hearing in the Mainstreamed Classroom:

A student who is Deaf or Hard of Hearing, but mainstreamed into a Hearing classroom may require some support services in the classroom throughout his or her academic career. The following information will provide the instructor with some general guidelines to assist you in providing a valuable educational experience to the student who is Deaf or Hard of Hearing in your classroom

I'm a regular school teacher and I'll have a Deaf student next year. What should I know and/or do?

1.      Respect deaf people.

2.      Respect ASL.

3.      Teach deaf to be fluent in written English.

4.      Teach deaf to read.

5.      Don't use the words "dumb" or "mute" except in the correct denotations (dictionary meaning).

6.      Deaf kids are usually born to hearing adults who either don't sign often or well, therefore it's harder for them to get lots of communication.

7.      Cochlear implants are NOT the miracle answer.

8.      We are deaf; it is *primarily* a communication difference and *secondarily* a disability.

9.      Respect deaf people and ASL.

10. Hearing teachers, do your own education for yourself, don't expect deaf people to do it ALL for you.

11. Cued speech is merely a tool.

12. ASL and English are languages that deaf people need to know.

13. Mainstreaming -- the anecdotal evidence is that if there is not more than a certain number of deaf kids, it's not going to work well.

14. Hire skilled, competent and certified interpreters!

15. MCE, SEE, and the like are sign systems -- they are NOT substitutes for ASL and English.

16. Do NOT force deaf people to talk -- speech is a useful tool that can be used by some, but not most, deaf people.

17. Why are you not asking a deaf person to join with you in giving this talk? I suggest you do so, with a GOOD interpreter.

18. Educate yourself and the other teachers about usage of good interpreters.

Dream classroom for deaf students

1.      Total freedom to be creative

2.      Clear Communication (Any method that works!)

3.      Allow the student to NATURALLY choose his/her path, be it art, language or science

4.      Lots of interaction and role playing

5.      Freedom to express and discuss emotions/thoughts

6.      A little garden plot to develop responsibility and use it as an example of life

7.      Lots of different role models from all types of employment visit the classroom, sharing and participating in the student's education

Giving the student an opportunity to make some decisions in their educational choices.

ASL Foreign Language Instructors

More and more colleges and universities are accepting ASL in fulfillment of foreign language requirements. The University of California system (all campuses) will soon accept ASL in fulfillment of foreign language entrance and graduation requirements. Harvard and Yale are among some of the schools that are investigating similar action. Recently, we have witnessed tremendous activity by state legislatures to support the teaching and acceptance of ASL as a foreign language. Many states now recognize ASL as a foreign language for the purpose of meeting high school graduation requirements.

In 1988, the parliament of the European Community, noting that there are 500,000 profoundly deaf people in member states whose first language is their national signed language and not the dominant spoken language of their country, recognized as legitimate languages the indigenous signed languages of the twelve member states. Recognition and acceptance of signed languages is clearly an idea whose time has come on an international scale.

Many questions come to mind when the topic of ASL as a foreign language is brought up. People often ask if it is appropriate to call ASL a foreign language. Is it really a language? Isn't it a derivative of English, on the order of Black English? Is ASL "foreign"? -- after all, it is used in the United States. Is there a body of literature associated with ASL? Others may note that foreign language courses teach students about the culture of the group of people who use the language. They may wonder if there is a full and distinct culture associated with users of ASL.

The answers to all of these questions support the recognition of ASL as a foreign language. Because of its unique modality -- visual/gestural rather than aural/oral -- many people wrongly assume that ASL is fundamentally different than spoken languages. ASL is a fully developed human language, one of the hundreds of naturally occurring signed languages of the world. It is not a derivative of English. It is not a "simplified" language -- it contains structures and processes which English lacks (such as ASL's rich verbal aspect and classifier systems). There is abundant linguistic research on ASL demonstrating that the grammar of ASL is radically different from English -- surely as different as any of the more traditional foreign languages taught in school. Comprehensive sources of information on the linguistics of ASL are Linguistics of American Sign Language by Clayton Valli and Ceil Lucas (1993, Gallaudet University Press), American Sign Language: Linguistic and Applied Dimensions by Ronnie Wilbur (1987, Little Brown and Co.) and The Signs of Language by Edward Klima and Ursula Bellugi (1979, Harvard University Press).

The question of whether ASL is "foreign" depends on what we mean by foreign. ASL is not universal; it is indigenous to the United States and parts of Canada. This should not, however, exclude it from study as a foreign language. The question also arises with other languages indigenous to North America. At the University of New Mexico, for example, Navajo is taught and accepted in fulfillment of the foreign language requirement, yet it is not used in a foreign country. For reasons such as this, many language scholars now speak of second language, rather than foreign language, requirements.

Some people may suggest that ASL lacks an international scope. In the hearing world of international world affairs this is true. It is also true for many of the spoken languages traditionally accepted to fulfill foreign language requirements. On the other hand, in the Deaf world, ASL is quite an important language on the international scene; for example, ASL is often an official language of international conferences.

There is a rich body of ASL literature by and about Deaf people, as well as texts on ASL in both written and oral modes. The folk heritage of Deaf people, passed down through generations of ASL users, includes legends, naming practices, tall tales, jokes, word play, games, poetry, customs, rituals, and celebrations. For more examples of the heritage and folklore of Deaf people, Jack Gannon's Deaf Heritage: A Narrative History of Deaf America (1981, National Association of the Deaf) is an excellent resource.

Foreign language study necessarily involves learning about the values, world view, and way of life -- the culture -- of a group of people. The same is true for the study of ASL. ASL students learn about the rich cultural life of Deaf people. Deaf culture is now recognized and studied by anthropologists, ethnographers, folklorists, and others interested in culture and cross cultural communication. One excellent description of Deaf culture is the recent book by Carol Padden and Tom Humphries, Deaf in America: Voices from a Culture (1988, Harvard University Press). American Deaf Culture: An Anthology, by Sherman Wilcox (Linstok Press, 1989), contains several articles presenting a variety of perspectives on the language and culture of Deaf people in America. Oliver Sacks' recent book, Seeing Voices (University of California Press, 1989) is an introduction to Deaf culture, ASL, and the struggle of Deaf people to gain control of their individual and community identity.

The facts are overwhelming. ASL is a true human language fully distinct from English with its own literature and culture. It is important to go beyond these facts, however, and to ask whether, by offering ASL as a foreign language option, we do students an injustice by steering them away from courses that could be of more intellectual or economic value. Is ASL instruction a worthwhile addition to the curriculum?

The answer clearly is "Yes -- absolutely!" One of the educational benefits of foreign language study is that it gives students a fresh perspective on their own language and culture. This is especially true of ASL. Applying linguistic and anthropological methods to the study of ASL and Deaf culture is an excellent intellectual exercise for students. It leaves them with a better understanding of another people's language and customs, as well as a deeper appreciation of their own language and culture.

We do not teach languages only for the intellectual rewards. There are also practical, economic reasons for learning a foreign language. For example, our nation's businesses need employees who can understand the language and customs of foreign people. This might seem to work against ASL because it is not associated with a foreign nationality. Again, the facts do not support such a contention. For example, students in the Bachelor of Science degree program in sign language interpreting at the University of New Mexico are regularly recruited into competitive positions in business, education, and government. Many students report that they take ASL specifically to make them better qualified or more employable in non-deafness related careers. Those students who want to continue their education at the graduate level find that a background in ASL opens up several avenues for advanced study and research.

Finally, some might wonder whether offering ASL as a foreign language option will cause a decline in enrollment in other foreign languages. The evidence from those universities that accept ASL as a foreign language is precisely the opposite. At these universities there is no record of a decrease in traditional foreign language enrollment due to enrollments in ASL. As a matter of fact, ASL instruction may lead to increased foreign language enrollment. ASL students often report that they are more interested in other languages -- and indeed more likely to take a traditional, spoken foreign language -- as a result of their ASL study. The joy of learning a new language and of communicating with people across cultural boundaries, it seems, is contagious!

Students who know a foreign language commonly find that their perceptions of themselves and the world are richer than their monolingual peers. The study of a language, culture, and literature different than their own propels students beyond the limits of their own world. In all respects ASL affords students the same challenges and rewards as more traditional foreign languages

What Qualifications Should An ASL Teacher Possess?

Does the potential teacher hold a degree in American Sign Language or Deaf Studies from a college or university?

For example, to name a few programs which offer training in ASL and Deaf Studies: A Masters Degree in Teaching ASL from Western Maryland College or Columbia University; a Masters in Deaf Studies and ASL from Boston University; a Bachelors degree in ASL or Deaf Studies from Northeastern University, Gardner-Webb University, the University of Rochester, Gallaudet University or California State University at Northridge (CSUN).

Does the potential teacher also hold certification from the ASLTA?

ASLTA offers three levels of certification that can ensure that the teacher you may be hiring has met the professional standards of his/her peers regarding skills and knowledge necessary to teach ASL. ASLTA offers Provisional, Qualified and Professional certifications. These are three steps in a process of certification with the expectation that all teachers will eventually hold the Professional certificate. With each level of certification held you can be more confident that the teacher has the skills you are looking for. Certification as an interpreter, for example, certification from the Registry of Interpreters for the Deaf (RID), or from the National Association of the Deaf, is not an appropriate measure of ability to teach ASL and should not be used as a substitute for ASLTA certification.

Is the potential teacher a member of a local, state, regional or national chapter of ASLTA?

While membership does not automatically guarantee that a person is "qualified and competent" it is an indication that this potential teacher has a sincere interest in his/her own professional development and the profession of ASL teaching. Many of our members are in the process of seeking certification and it is our strong expectation that our members become certified as soon as they are qualified to proceed with the evaluation.

Has the potential teacher attended conferences, seminars and workshops in the area of ASL teaching and Deaf Studies?

Examples of many workshops and conferences appropriate for ASL teachers include: ASLTA workshops held biennially in conjunction with the National Association of the Deaf Conference, seminars and workshops sponsored by national programs such as Gallaudet University, the National Technical Institute for the Deaf (NTID) and California State University at Northridge (CSUN) and workshops/seminars sponsored by regional, state or local chapters of ASLTA.

Does the potential instructor have evidence of fluency in ASL?

For example, does s/he have an Advanced Plus or higher rating on the American Sign Language Proficiency Interview (ASLPI) or the Sign Communication Proficiency Interview (SCPI)? These standardized tests measure a person's fluency in ASL. Certification from ASLTA is also evidence of fluency in ASL since in addition to skills and knowledge in teaching practices, ASL skills are assessed in the evaluation process leading to certification.

Has the potential instructor known and used ASL for a minimum of five years?

Normally it takes a minimum of five years of intensive language study and immersion for any person to develop "advanced" levels of proficiency. No one who has had only a few ASL classes and limited experience in the Deaf community should consider teaching ASL to others.

What about hiring a Deaf or Hearing teacher?

This is a somewhat controversial issue in the field of ASL instruction. Some people express the feeling that only Deaf people should teach ASL. What counts most are the qualifications of the potential teacher as outlined in the previous section. Most important are the teaching skills and knowledge of the potential teacher and the potential teacher's ability to represent the language and culture as authentically as possible.

Naturally, if given a choice between two equally qualified individuals one of whom is a Deaf native signer, it is an authentic and enriching experience for students to learn ASL from a Deaf teacher. Deaf teachers often can offer special insights to their students based in their experiences that hearing teachers may not be able to offer. Hearing teachers of ASL also may bring special strengths to the learning experience for students. For example, knowing that a hearing individual has accomplished a native-like proficiency in ASL and an understanding of Deaf Culture through interaction within the Deaf Community may be inspiring to students of ASL. They may be able to see that it is truly possible for hearing people to learn and use ASL effectively. In one sense, a hearing teacher can act as a role model for adult learners of ASL. In programs with multiple sections of ASL and multiple levels of instruction it may be appropriate to consciously seek to have both deaf and hearing teachers.

It is the policy of ASLTA not to discriminate on the basis of hearing status. We believe it is important above all that teachers are qualified and competent. Holding ASLTA certification is one way of ensuring that a teacher is qualified to teach ASL whether the individual is deaf or hearing. We hope you will make ASLTA Certification an important criterion in your selection process for teachers of ASL.

Goals of the ASLTA Evaluation and Certification Standards and Procedures

1.      To insure that teachers possess the skills and knowledge to teach American Sign Language and the culture of the American Deaf community.

2.      To encourage and reward professional growth.

3.       To encourage participation in the ASLTA and professionalism among the membership.