Contact Information

CSD 395H Audiology, Culturally Deaf Individuals, and Education

CSD 395H       Audiology, Culturally Deaf Individuals, and Education                 Spring 2012

 Mark E. Bernstein, Ed.D.      

 CMA 4.137      (512) 471-1598

 Office hours T,Th 1:00-2:00; and by appointment

 Course Description:

 In this graduate seminar, Au.D. students explore aspects of the Deaf culture and community; Deaf/deaf identity and the experience of culturally Deaf individuals; families of young deaf and hard of hearing children; and the educational system in which we educate the children. Guests, both Deaf and hearing, offer their unique perspectives and lead discussions on educational and social aspects of deafness. Seminar participants also view and discuss portrayals of deafness in documentaries, film, theater, and American Sign Language performance art. The aim is to help Au.D. students gain the knowledge and perspectives necessary to provide effective services in a sensitive manner to culturally Deaf adults and to children with hearing impairments in the schools.

 At the end of this course, the following general objectives should be met:

 1.      The students will be able to discuss the Deaf culture with knowledge and sensitivity.

2.      The students will be able to interact competently with culturally Deaf persons, especially those individuals who are seeking audiological services.

3.      The students will be able to explain viewpoints prevalent among members of the Deaf cultural community (including, but not limited to, those viewpoints regarding medical professionals) to fellow audiologists and other hearing individuals.

4.      The students will be able to give parents of children with hearing loss objective and informed information about communication and education options for their children (including manual/visual modes).

 Required Text:  A packet of required readings can be purchased at Jenn’s Copies (Guadalupe & Dean Keeton, across from the CMA building)

 Useful Signs for Clinical Audiology

A CD containing a set of video clips demonstrating signs for terms used in the clinical practice of audiology is available to all seminar participants.  Please provide a blank recordable CD-R so that we may make your personal copy at no charge.

 Course Components:

The course will be conducted as a seminar, with the expectation that all students will have read the assigned materials and will participate fully in class discussions.  There will be three examinations at the times designated in the schedule; two team projects involving class presentations (to be described in a separate document); and an analytic paper on a topic of the student's choosing. Attendance and participation are factors determining the final grade.

 Grading will use the plus/minus system, as follows:

 Final Average            Grade

 94 or higher                 A

90-93                           A-

87-89                           B+

84-86                           B

80-83                           B-

77-79                           C+

74-76                           C

70-73                           C-

67-69                           D+

64-66                           D

60-63                           D-

< 60                             F






Exam 1

February 14


Team Project 1

February 28


Exam 2

March 22


Team Project 2

April 5


Analytic Paper

April 26


Exam 3

May 3








 Each student is allowed TWO unexcused absences with no penalty. Each additional unexcused absence will result in a 20% reduction in the attendance/participation score.  The attendance sign-in sheet circulated during each class session will be the official documentation of attendance; if you don't sign in you will be considered absent.

 What is an excused absence?  Absences may be excused only for medical reasons, and only if appropriate documentation is submitted within 24 hours of the student's return to regular class attendance (NO exceptions, please don't even think about asking).  Absences are deemed excused at the sole discretion of the instructor.

 Knowledge And Skills Acquisition (KASA): 

This course partially fulfils the American Speech-Language-Hearing Association’s audiology standards (2007) in the following areas:

 Standard IV-B: Foundations of Practice

B1.     Professional codes of ethics and credentialing

B2.     Patient characteristics (e.g., age, demographics, cultural and linguistic diversity, medical history and status, cognitive status, and physical and sensory abilities) and how they relate to clinical services

B3.     Educational, vocational, and social and psychological effects of hearing impairment and their impact on the development of a treatment program

B17.  Health care and educational delivery systems

B18.  Ramifications of cultural diversity on professional practice

B20.  Laws, regulations, policies, and management practices relevant to the profession of audiology

B21.  Manual communication, use of interpreters, and assistive technology

 Standard IV-C: Prevention and Identification

C1.     Interact effectively with patients, families, other appropriate individuals, and professionals

C4.     Screen individuals for hearing impairment and disability/handicap using clinically appropriate and culturally sensitive screening measures

 Standard IV-D: Evaluation

D1.   Interact effectively with patients, families, other appropriate individuals and


D2.   Evaluate information from appropriate sources to facilitate assessment planning

D6.   Administer clinically appropriate and culturally sensitive assessment measures

D13. Generate recommendations and referrals resulting from the evaluation process

D14. Provide counseling to facilitate understanding of the auditory or balance disorder

D16. Communicate results and recommendations orally and in writing to the patient and

         other appropriate individual(s)

 Standard IV-E: Treatment

E1.    Interact effectively with patients, families, other appropriate individuals, and


E2.    Develop and implement treatment plan using appropriate data

E3.    Discuss prognosis and treatment options with appropriate individuals

E4.    Counsel patients, families, and other appropriate individuals

E5.    Develop culturally sensitive and age-appropriate management strategies

E6.    Collaborate with other service providers in case coordination

E14.  Serve as an advocate for patients, families, and other appropriate individuals

E17.  Communicate results, recommendations, and progress to appropriate individual(s)

 University Policy on Scholastic Dishonesty

The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process.  Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without the prior permission of the instructor.  By accepting this syllabus, you have agreed to these guidelines and must adhere to them.  Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University.  Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.  For further information please visit the Student Judicial Services Web site:

 Students with Special Needs

 At the beginning of the semester, students with disabilities who need special accommodations should notify the instructor by presenting a letter prepared by the Services for Students with Disabilities Office. To ensure that the most appropriate accommodations can be provided, students should contact the SSD Office at 471-6259 or 471-4641 TTY.

CSD 395H       Audiology, Culturally Deaf Individuals, and Education                 Spring 2012




1/17     Introduction, syllabus, preliminary thoughts


Deaf Culture & Community

1/19     Film: Through Deaf Eyes I

1/24     Through Deaf Eyes II  

1/26     Deaf Culture

                        JDW 5; Solomon

1/31     Deaf Culture/History - Who is Deaf?

                        Padden & Humphries, Turner,


American Sign Language

2/2       ASL: Introduction

                        JDW 3

2/7       ASL: Grammatical mechanisms

                        Valli & Lucas

2/9       ASL: Special features, iconicity, etc.

                        Valli & Lucas


2/14     EXAM #1



2/16     Audism

                        JDW 12

2/21     Critical theory views of Deaf identity

                        Wilcox, Brueggeman, Humphries

2/23     Deaf Identity: Models from Sociology

2/28     TEAM Presentations: Deaf Identity/Audism


Families of Deaf Children; the Early Childhood Years

3/1       Early Childhood


3/6       Families: Issues (Film:  For a Deaf Son)

3/8       Family Issues: Analysis

-------    3/13; 3/15  SPRING BREAK   -------

3/20     Working with Families; Resources


3/22     EXAM #2



3/27     Communication Paths: Oralism


3/29     Communication Paths: Total Communication


4/3       Communication Paths  Bilingual/Bicultural approaches

                        JDW 10

4/5       TEAM Presentations: Communication Paths


Educating Deaf Children, Working with Deaf Adults

4/10     Education System, process   (IDEA, legal issues, structure)

                        Andrews, Leigh, & Weiner

4/12     Education System, process   (IEP process, Role of the Audiologist)

4/17     Audiology in the Schools (Panel Discussion: Professionals)

4/19     Cochlear implant issues  (Film: Sound and Fury)

4/24     Cochlear implant issues  (Current situation, research)  

4/26     Audiology Practice and Culturally Deaf people I               Analytic paper due

                        JDW 11

5/1       Audiology Practice and Culturally Deaf people II    


5/3       EXAM #3

CSD 395H             Audiology, Culturally Deaf Individuals, and Education                           Spring 2012


Reading List


Andrews, J.F., Leigh, I.W., & Weiner, M.T. (2004) Deaf People: Evolving Perspectives from        Psychology, Education, and Sociology. Boston: Pearson. pp 109-133. ISBN 0-205-33813-5


Brueggemann, B.J. (2001) Deafness, literacy, rhetoric: Legacies of language and    communication.           In J.C. Wilson & C. Lewiecki-Wilson (Eds.) Embodied rhetorics:          Disabilities in language and culture. Carbondale, IL: Southern Illinois University Press.           Ch 7.  ISBN 0-8093-2393-1


Connor, L. (1986). Oralism in perspective. In D. Luterman (Ed.) Deafness in perspective. San       Diego: College Hill. ISBN 0-88744194-7


Humphries, T. (2004). The Modern Deaf Self. In B. Brueggeman (Ed.) Literacy and Deaf             People: Cultural and Contexual Perspectives. Washington DC: Gallaudet University             Press.


Lane, H., Hoffmeister, R., & Bahan, B. (1996) A Journey into the Deaf-World ("JDW").  San        Diego:             DawnSignPress.  Chaps 3, 5, 10, 11, 12 .   ISBN 0-915035-63-4


Padden, C. & Humphries, T. (1988) Deaf in America: Voices from a culture. Cambridge:   Harvard University Press, Chaps 1, 3. ISBN 0-674-19424-1


Schirmer, B.R. (2001). Psychological, Social, and Educational Dimensions of Deafness. Boston:   Allyn & Bacon. Ch 2. ISBN 0-205-17513-9


Schlesinger, H. (1986). Total communication in perspective. In D. Luterman (Ed.) Deafness in      perspective. San Diego: College Hill. ISBN 0-88744194-7


Solomon, A. (1994) Defiantly Deaf. New York Times Magazine. August 29, 1994. (No ISSN)


Turner, G. (1994) How is Deaf culture? Another perspective on a fundamental concept. Sign        Language Studies, 83.  pp. 103-125.  ISSN 0302-1475.


Valli, C. & Lucas, C. (1995) Linguistics of American Sign Language (2nd Ed.)  Washington,         DC: Gallaudet.  Pp. 2-15; 29-47; 74-84; 99-103; 118-128; 130-133; 137-144; 164-168.         ISBN 1-56368-042-4


Wilcox, S. (2004) Struggling for a voice: An interactionist view of language and literacy in deaf   education.  In B.J. Brueggemann (Ed.) Literacy and Deaf People.  Washington, DC:    Gallaudet University Press, 157-191.   ISBN 1-56368-271-0