SEATTLE CENTRAL COMMUNITY COLLGE

Division of Humanities and Social Sciences

ITP 119: Introduction to Support Service Provider Training

Course Syllabus

 

Course Title:  ITP 119: Introduction to Support Service Provider Training

Credits:  2

Class Hours: Wednesdays 11:00-12:00 (outside practice 1 hour a week)
Classroom: BE#1129 (ASL Lab)
Instructor:  Brenda Aron  

Office: BE#1123, Hours:  Please make an appointment.

Phone: 206-452-5097

E-mail: Brenda Aron Baron@sccd.ctc.edu

 

Prerequisites: To be eligible for ITP 119, you must meet one of the following

                        conditions:

 

Course Description: This course focuses on the specialist skills needed for Support Service Provider training. Cultural norms and etiquette, guiding and safety issues, introductory information on commonly used communication modes of the Deaf-Blind, communication of environmental and visual information for guiding and support are emphasized through interactive instruction, blindfold experiences, simulations, guided practice, and guest presentations by Deaf-Blind people.

 

Course Purpose and Program Outcomes:  The purpose of this course is to prepare students with essential skills and training needed to become a well-rounded Support Service Provider for the Deaf-Blind.

 

Instructor’s Educational Philosophy:  I am committed to a nurturing classroom where students can feel comfortable during the awkward stages of new skill development.  I  place special emphasis on analytical skills, cultural respect, curiosity, self-discoveries, excitement and zest for learning. 

 

Student Outcomes/Competencies:  By the end of the course students will have basic level competencies:

 

  1. Demonstrate sighted guide techniques.
  2. Demonstrate safety and awareness of the environment while guiding.
  3. Demonstrate application of  the communication modes common to

      Deaf-Blind people:  tactile, tracking, distance tunnel and close visual, and oral.

  1. Include visual information in Deaf-Blind interactions.

 

METHODS OF INSTRUCTION:    Interactive teacher presentations, simulations, guided blindfold practice, guided interpreting practice, interaction with Deaf-Blind guests

 

LEARNING RESOURCES: SCCC provides support services to help students meet their educational goals:

           

           

           

 

TEXTBOOK AND STUDENT WORKBOOK         

      Required

 

      Bring $25.00 to class

           

 

VIDEOTAPE VIEWING outside of class, choose any of the following: (available at the lab)

  1. Deaf-Blind Service Center Accommodations Guidelines

2.   The World at His Fingertips: Life of a Deaf Blind Man

3.  Oliver Sacks’ Documentary of Ushers people

4.  Seattle Deaf Blind Community

5. Bob and Michelle Smithdas, Deaf-Blind Couple


SUPPLEMENTARY READINGS (OPTIONAL) and Videotapes:

Books: (can be borrowed from ITP cabinet or the library)
Being in Touch, Gallaudet

Helen and Teacher, Joseph P. Lash

Independence without Sight and Sound: Suggestions for Practitioners Working with

                Deaf-Blind People.  Dona Sauerburger.

Living with Deaf-Blindness:  Nine Profiles.  Carol Yoken.

Of Such Small Differences.  Joanne Greenberg

Usher’s Syndrome:  What It Is, How to Cope, How to Help.  Earlene Duncan, Hugh

                 Prickett, Dan Finkelstein, McCay Vernon, Toni Hollingsworth.

Orchid of the Bayou: Living with Deaf Blindness. Kitty Fischer, et al.

Videotapes: various stories, documentaries on the Deaf-Blind. In the lab or SCCC library

Required Materials: 

 

1. Interpreter Attire for Communication Access:  Students need to wear appropriate clothing for communication access.  There will be guest presenters who are Deaf-Blind.  For students with light skin color, solid dark shirts (black, blue, green, brown) are most effective.  For students with dark skin color, solid light colors are best (tan, gray).

 

 

2.  Earplugs:  Blindfolds and vision simulator goggles will be provided for the simulated interpreting practices.  Students are responsible for purchasing their own earplugs to be used throughout the quarter. Also bring your own bandana.  Please bring them to each class.

 

3.   Boldliner Pen:  This is a low tech print accommodation for Deaf-Blind people with Usher’s Syndrome.  For possible exchange of information with the Deaf-Blind instructor or guests or for in-class activities please bring one to each class. 

 

4. E-mail address: There will be communication via email and you will be required to have email access.  Teacher and student can exchange questions and answers via email and SSP/Interpreter Observation Opportunities will be sent out via email.  You may obtain an email address through SCCC’s Computer Lab if needed.

           

5. Assignments are to be turned in on time.  Prior Approval must be given by the instructor if you will miss deadlines; otherwise no make-ups or late papers will be accepted. Typewritten double spaced is preferable over handwritten work.


STUDENT ASSIGNMENTS:
  Course format includes some lectures, but much of the class centers around discussion, small group experiences, simulations and guiding practice.  Because learning is more effective and interesting as an active process, class attendance and participation are required aspects of this course.  Along with reading assignments, students will be expected to:

 

 

 

Option A: Read a book or article about a Deaf-Blind person (biography,

autobiography, or non-fiction only).

Option B: Watch a videotape about Deaf-Blind person(s). (in lab)

Type a 1-2 page paper. Write a summary, include information about preference for communication mode(s), schooling, and the impact(s) Deaf-Blindness has on this person’s life, including family relations, friends, career and current situation.

 

            4. Write a 1-2 page reflective analysis based on your interactions with the Deaf-

Blind persons in class (guest presenters); in the community and your own mock experiences. What are the main things you have learned from the presentations and in your interactions. 

 

5. Take a final exam which will focus on content and knowledge for

    working, guiding principles and interacting in the Deaf-Blind community. 

    

FEEDBACK TO STUDENTS AND COURSE POLICIES:

 

Deaf-Blind interaction skills, knowledge of the Deaf-Blind community, analytical thinking skills, and culturally respectful interaction will be evaluated by performance work, community work, written work and culturally respectful behavior as outlined below.

3.   Socialization in the DB community                                   20 points

4.   Book/Film Report                                                           40 points

5.   Reflective Analysis                                                          20 points

6.   Final Exam                                                                     30 points

7.   Culturally Respectful Behavior                             10 points

                                                                                    Total:  220 points


Culturally Respectful Behavior = 10 points (2 pt each)

                                                           

Grading: Total: 250 points

Your final grade will be reported as a decimal grade e.g. 3.7. Below is a conversion table, which shows how the points and percentage grades relate to letter and decimal grades. Please remember a grade of 2.5 or above is required to pass this course and progress in the Interpreter Training Program.

 

Points:                            Percentage:                Letter Grade:                 Decimal Points:

220-198         =             90% +                    =               A                =                3.5 -  4.0

197-176         =             80%+                     =              B               =                3.0 – 3.4

175-154          =             70% +                    =              C               =                2.5 -  2.9

153-132         =             60% +                    =              D               =                2.4 – 2.7

131-0             =             50%                        =             F                 =                0.0 – 2.3

 

Course Adaptations and Accommodations:  If you need reasonable accommodations based on a documented disability, have emergency information to share or require special arrangements in case of emergency evacuation; please make a confidential appointment with me within the first two weeks of class.  For more information regarding support services or accommodations, call Disability Support Services at 587-4183, room BE 1112.

 

Absence Policy: As ASL is a visual language taught with a visual method, class attendance is essential to learning. Any absences can impede a student’s progress. However, some absences are unavoidable. Students may have up to one absence without it affecting their grade. 5 points will be deducted for every absence in excess of one day. Students who frequently miss parts of the class may have those hours totaled to count as absences from class.

Students shall be responsible for gathering all notes, materials and information missed during an absence. Any missed assignments or evaluations may not be able to be made up.

 

 

 

 

 

 

 

 

 

 

 

 


SCCC Deaf-Blind Interpreting #120

Gratis SSP Outline

 

The purpose of this assignment is threefold:  to develop your versatility in communicating with a variety of Deaf-Blind people, to begin connecting with the Deaf-Blind community; and to have cultural interaction in a real life setting.  Please inform the Deaf-Blind person that you will be writing a report of your experience for class.  All information will be kept confidential and used for learning/mentoring purposes to upgrade interpreting skills.

 

These SSP logs will be graded based on thoroughness, depth of learning analysis, and variety of communication modes used.  Use this format.

 

 

1.  Factual Information

 Date:

 Time:

 Total Hours counted:

 Activity:

 Name of Deaf-Blind Person:

 Communication Mode:

 

 

2.  Description of your SSP work (Describe what you noticed.  Be specific.  Examples may include, but are not limited to:  providing sighted guide in a grocery store, provided visual information about foods, gave a ride to the airport.)

 

 

 

3.  Reflections (Describe what you learned, what came easy, what was more challenging, what surprised you.)

 

 

 

4.  What will you do differently next time?

 

 

 

 

 


Deaf-Blind Interpreting ITP #120

Seattle Central Community College

 

RELEASE OF INFORMATION

 

During the quarter I am sometimes asked if students would be interested in participating in different events, ranging from volunteer activities to interpreting to SSP work.  Sometimes individuals contact me, sometimes agencies contact me.  I would like to network and share our community resources.

 

If you would like your name, phone number and address shared with people in the interpreting and Deaf-Blind communities, please fill this out and return to me. Thanks!!  And Welcome!!

 

 

Name________________________________________________________________

 

 

Address_______________________________________________________________

 

             _____________________________________________________________________

 

 

 

Phone_________________________________________________Voice   or      TTY

 

 

Email_________________________________________________________________

 

What is your mode(s) of transportation?  (car, bus, walking, etc)__________________

 

 

Any special things someone should know about you?  (enjoy active things, any mobility issues, etc)

_____________________________________________________________________

 

______________________________________________________________________

 

 

______________________Signature                                      Date____________________

 


DEAF-BLIND INTERPRETING

  SSP and Interpreter Observation Opportunities

 

 

1.  WSDBC (Washington State Deaf-Blind Citizens) This is a community based organization with many events and meetings in Seattle.  They have monthly Board Mtgs for good observations hours.  For picnics, committee meetings, and other events they often need interpreters/SSP’s. Contact: pres@wsdbc.org

 

WSDBC General Meetings is held three times a year. More information on date, time and place will be forthcoming.  You are highly encouraged to make time to attend all or part of this meeting.  www.wsdbc.org  If you are interested in SSPing for this event you can contact Debbie Sommer at sompro@peopleplc.com  

 

2.  Deaf-Blind Service Center (DBSC): Board Mtgs, Executive Committee Mtgs and Board Committee Mtgs.  (206) 323-9178 tty only or info@seattledbsc.org.  Mtgs are usually at DBSC, 1620 18th Ave Suite 200, Seattle WA  98122.   Call for permission to attend as an observer.

 

3.  DBSC SSP program.  For a variety of SSP opportunities through DBSC or call DBSC at (206) 323-9178 TTY only or ssp@seattledbsc.org

 

4. Deaf-Blind Senior Citizens Events: 3rd Friday of the month. Contact

    ssp@seattle.dbsc.org

 

5. Lighthouse for the Blind Seabeck Deaf-Blind Retreat Center. To volunteer as SSP or inquiries: contact  Stacie Lewis at slewis@seattlelh.org ; Tami Berk at (206) 436-2032 v/tty, email: tberk@seattlelh.org  or apply online: http://www.deafblindlh.org/

This year camp will occur August 28-September 2, 2011.

 

General Information:  Deaf-Blind Service Center – seattledbsc.org

                                    Seattle Lighthouse for the Blind – seattlelighthouse.org
Seattle Lighthouse, Deaf-Blind Program: http://www.deafblindlh.org/

 

***The Lighthouse is a large industrial plant.  For safety reasons, they require people to wear closed toes shoes (no sandals).