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Introduction
The Irish Deaf Community has been working toward the recognition of their language
and culture for some years. In recognition of their assertion as a collective group with
a unique language and a culture that has evolved over several generations this course
sets out to identify and develop key skills needed to enable professionals working with
deaf people to communicate effectively. Enhanced linguistic awareness will assist the
professional to provide their service in a manner that is culturally relevant and
appropriate to the user group. This course recognises the expertise of the
Professional Practioner in their work. During the course participants will develop a
definition of their role in relation to the deaf community. They will explore the use of
various methods of interacting in chosen contexts and work on language skills and
knowledge of culture in a variety of mock settings. The development of skills will take
place through lectures, taught interactive sessions, whole group discussion, lab work,
role-plays, and assignments. Set reading will be recommended; some reading materials
will be supplied.
The main objectives of our programmes are to:
Develop practical skills using ISL
Develop linguistic awareness – structural, discourse styles, & cultural values
To define the role of the practioner /service provider in relation to the Deaf
community
To define the role of interpretation and communication services
To develop relationships with and systems for working through interpreters in
given settings such as counselling, legal, medical, etc.
To develop ideas for creating new material for information dissemination about
the range of services available and how they are organised.
To give a brief overview of the Deaf Community as a minority linguistic
community.
To educate perceptions of deaf people by introducing participants to deaf
culture, the structure of the community, its political leaders, and their
achievements in history, sporting events, etc.
To heighten awareness of the experiences of deaf students at various third
level/further education institutions in recent years.
Note
Each unit has a reading list; we appreciate any particular references you
may like to recommend.
Each unit will be assessed
Some sessions may be videotaped in an effort to collect materials in ISL.
Presenters may have a copy of the tape of their own session and are free
to make it available to other deaf students as accessible materials, if they wish.
Deaf Friendly Service Delivery – DF Service
This module is designed to bring together learning from related modules such as culture
studies, communication services, language and discourse styles. Participants are taken
through a journey of self awareness regarding personal identity and professional identity
in a community that presents conflicting images of identity from the concept of a
linguistic minority asserting independence in the management of its affairs to the other
end of the spectrum of partially deaf and deafened individuals integrated in mainstream
society and those hearing impaired individuals with learning difficulties or mental health
disabilities. The significance of the reality of a plethora of experiences of deaf people
particularly around language, communication, accessing services and self-concept will be
considered in terms of providing an appropriate range of services.
Issues such as working with deaf professionals, deaf non-professionals, very dependant
deaf people, self-representation, advocacy, service delivery of a range of specific
services (e.g. counselling, work placement, etc.) will form the basis for discussion. At
the outset of this module, participants will identify their role within the organisation.
They will identify their activities, consider the space they work in, consider how the
service is delivered currently, and identify those aspects of the service that are working
well. Identifying weaknesses with the range of services available and the people skills
available and planning of strategies to strengthen these areas will be considered. The
on-going development of the service will be considered in idealistic terms and participants
will work toward creating a promotional package regarding their location, range of
services, and availability, etc in ISL
ISL for Professionals working with deaf people (ISLi) 27 hours
This course is designed for participants who have an ability to communicate using signs,
i.e. have successfully completed SLAI Level 3 or similar. The focus of the course is to
raise the level of participants’ knowledge and practical skills using ISL. Particular
attention will be given to those aspects of ISL that are not typical in English and are
often the source of problems for learners ‘reading’ deaf signers. Role-shift and the use of
classifiers are just two examples of structural features of ISL that are dealt with in a very
different way when communicating information in English. Vocabulary specific to the
work environment will form the main vocabulary content ranging from services, to
funding, political climate, European community and disability, family (i.e. domestic
violence, abuse, etc) religious celebrations, bereavement, etc, health, counselling,
advocacy work, information advise re application forms, etc. Respect for sociolinguistic
factors of variation in sign language usage with respect to gender, age including young
children, and the effects of mainstreaming and sign output will be treated in some
depth.
An introduction to Sign Linguistics – SLng – 30 hours
This module presents the structure of ISL. ISL is a language that is articulated manually
in three-dimensional space. Signed and spoken languages have been compared in the
literature as being gestural languages. The gestures of the tongue articulated within the
confines of the mouth, utilising the lips and air have been directly equated to the
gestures of the hands and facial expressions as the articulators of ISL. The nature of
manual articulators facilitates simultaneity in production that is physically impossible in
speech production. Such features will be demonstrated and explained. In particular the
following categories of ISL grammar will be the focus of attention; the use of and division
of 3-dimensional space, the function of classifiers, the lexicon and compounding, the
verbal system and the various functions of facial expressions in ISL. Register will also be
considered, participants will be introduced to the features of child signed productions,
and formal – v – informal adult signing. Some attention will be given to identifying the
effects of emotion on signed productions, pace, size of signs, location (abnormal
positioning), anger, sadness, etc.
This module consists of 10 3-hour sessions. This will be divided equally between the
theoretical and practical exploration of the subject. Language samples will be analysed
and direct comparisons will be made with the English language.
Communicating with Deaf People – ComDP
Discourse analysis identifying semantic, pragmatic and cultural features of sign
language utterances in specific types of communicative interactions is the focus of
attention in this module. The professional needs to be able to recognise and
understand certain behaviours in signed discourse that indicate a range of emotions,
and conventions for dealing with sensitive content of such as nature that might be
discussed between solicitor, counsellor, financial advisor, employer, social services,
etc.
In addition to examining the content of utterances along the parameters outlined
above, detailed exploration into communicative conventions and customs appropriate
to the emotion will be form a major component of this module. From a socio-
linguistic perspective the linguistic register of polite formal interactions in
combination with the role of and types of touch will be contrast with an analysis of
how other emotions such as anger, or confusion may present. The impact of native
participants versus non-native will also be considered.
Community & Culture
The deaf community have asserted themselves as a linguistic minority. Aside from the
fact that communities have histories, structures, leaders, languages, poetry, theatre,
and beliefs or outlooks pertaining to a set of values particular to that community, so also
within any community exist social norms, conventions, and customs for everyday
interactions. Knowledge of how to engage with a group enhances relationships with that
group. It is expected that participants are already familiar with the range of systems
employed for gaining attention, greetings, turn taking, taking leave, etc.
This module is concerned with the ideals, rooted in culture, that drive the deaf
community in their determination to achieve equal status. Success in achieving this goal,
they stress must be evidenced through self-determination and this may be achieved
through self-representation, involvement in decision-making processes and involvement in
the provision of services to the deaf community. A major focus of attention in the deaf
community is deaf education and the use of sign language. The views and attitudes
expressed by the community leadership, the views and attitudes of the grassroots
individuals will be considered.
The community try to inform mainstream bodies of their identity and of their preferences,
rights, desires, etc. in a variety of ways. The Irish Deaf Community has gone through a
revolutionary period of change in the past 1990’s. In recent years empirical data studies
carried out by members of the deaf community are now available in the form of published
reports, articles, seminars, etc. In addition to this the goals of the community are
promoted through their own literature such as journals, information videos, etc.
consideration will be given to a range of information types produced within the
community focusing on the titles, the language used to convey the message
(empowerment, marginalized, dominant, paternalism, struggle, rights, attitude, cultural
pluralism, exclusion, apathy, normalisation, diversity, etc.).
Central to this study of deaf culture is the interactions of deaf people amongst
themselves. The organisation of information sharing, the value and thinking behind giving
feedback, peer advocacy and common perceptions of people outside of immediate family
and friends who can hear.
Phychology of Deafness
This module concerns itself with Cognitive Psychology and Language Development and
Behaviours. Some reference will be made to areas in psychology such as sensation and
perception, cognition, learning and skills, motivation and emotion. In the context of this
background and language styles, perceptions about place and identity in the world and
expectations of and from service providers will be considered. This module is basic and
introductory but offers some thoughts from the body of work that has been done deaf
sign language users about perception, memory, retention and recall, emotion, behaviour
and language development.
Interpreting & communication services
In Ireland, professional interpreting services are still relatively new. The range of
personnel available and the administration system have dramatically changed in recent
years. This module defines communication services and examines related issues, quality,
role, availability, alternatives, etc. The growth in mainstream education is having a
significant impact on the language preferences of hearing impaired people levels of
competency in English and sign language. Communication services extend beyond ISL
and the Deaf community to visual English for deafened people and lip-speaking for
hard-of-hearing people. The focus of attention here is on identifying individual needs and
we will see that it is not possible to assume the categories implied above. Some
attention will be given to issues around dual-function and strategies for dealing with
routine minor communication needs. Best practice for working with communication
professionals in terms of preparation needs, and actual usage of personnel will be
proposed. In this regard, ethical dilemmas, complaints procedures and general quality
control issues will be addressed.
Understanding the needs of Deaf Students in Further/Higher Education
The deaf student shares most of the difficulties faced by any student when studying. In
addition to the typical pressures of study time, understanding the subject, integrating
socially, etc. deaf students battle with language and accessing (i.e. hearing)
lecture/taught information and social chitchat. For many deaf people Irish Sign Language
(ISL) is their first preferred language and English is a second language. Unlike a foreign
student on an exchange programme, regardless of how much effort is directed to
studying and improving English language skills the deaf student will never hear the full
range of sounds in the English language.
When planning the delivery of courses and channels accepted for assessments it should
be noted that deaf people come to college from a variety of experiences and language
backgrounds. Concomitant with this levels of deafness vary and the type of hearing an
individual has determines the range of frequencies perceived e.g. speech, environment,
music, etc. For some deaf students English is the dominant language but for the vast
majority of deaf students sign language is the dominant language. The grammar and
structure of sign language is considerably different to the way ideas are organised in
English.
This course is aimed at teachers, lecturers, tutors, counsellors, medical team, canteen
staff, and other support staff working in an educational setting.
Sign Language Classes
Basic – this is a very basic course. The participant is introduced to sign language.
The course runs for 10 sessions of 1.5 hours each. Participants may expect to learn the
manual alphabet, some vocabulary associated with everyday conversation. There is
some emphasis on conversational practice. The main value of this course is as a taster
in which you may experience manual-visual communication and decide if you would like
to learn the language. It is not examinable though a certificate of attendance will be
provided. €147.
Level 1 is an introduction to ISL. The course is run over 25 weeks, once weekly, for 1.5
hour sessions. Participants will be introduced to a wide range of vocabulary used in
everyday conversations. Deaf Culture and assistive technology will be introduced to the
learner. The Sign Language Association of Ireland is the awarding body. Exams are held
in May each year. €315 plus exam fees.
Level 2 is a continuation course for those who have successfully completed Level 1. It
aims to improve communication skills, extend knowledge of vocabulary and has a
particular focus on receptive skills. Often learners of sign language find it most difficult
to understand what someone is signing to them. Level 2 addresses this challenge so that
if at this early stage in learning confidence is gained in discerning the meaning of visual
signals one can focus on production in the Target language in Level 3. Deaf Culture and
knowledge of the Deaf community will be central elements of the course. The course
runs over 25 weeks, 1.5 hour sessions held once weekly. Sign Language Association of
Ireland is the awarding body. Exams are held in May each year. €315 plus exam fees.
Level 3 is an intermediate level course focusing on production utilising all grammatical
features of ISL. Story-telling skills are improved. Knowledge of vocabulary is extended
to facilitate discussion of news items, current affairs and is aimed at facilitating learners
to become proficient at conversing in ISL at a mature level. Receptive and productive
skills are developed and knowledge of the grammar of ISL is treated explicitly. Issues in
the Deaf Community are introduced for discussion to bring about an understanding of the
historic landmarks that have impacted on the language, community attitudes and values
and current developments in technology such as information technology and its impact on
access for deaf people will form part of the core course content. Sign Language
Association of Ireland is the awarding body. Exams are held in May each year.
€315
plus exam fees.
NVQ3 – This is an advanced course designed to bring participants to a fairly fluent or
competent standard using ISL. It is an ideal course for people working with deaf people,
providing services to the deaf community, working in educational settings, for families and
friends who wish to be able to sign more in-depth discussions without difficulty. Issues in the Deaf Community are introduced for discussion to bring about an understanding of the historic landmarks that have impacted on the language, community attitudes and values and current developments in technology such as information technology and its impact on access for deaf people will form part of the core course content. Much attention is given to learning about the Deaf Community and their culturs. €420.
NVQ4 – This course is an ideal standard as a preparation for those who would like to progress to train in accredited courses for sign language teaching, interpreting, or other professional work with Deaf people. Deaf people who may not have sign language as a first language and would like to have better access are encouraged to take this course to enable them to use interpreters in education, at conferences, in medical settings, and a variety of settings in adult life.
Candidates prepare portfolios which consist of a range of evidence in ISL and some self evaluation which may be written in English.
The Standards (assessment criteria via portfolio) for these courses are distributed at the first session of the course. €420
Exams for all other courses are generally held in May of each year.
Examining Bodies
ISL examination systems is currently under review. A new body may be established to
assess ISL with a focus on linguistic awareness amongst participants. If this assessment
becomes available, we will offer this assessment in addition to the SLAI assessment to
our students.
system for sign language interpreting. We will follow its developments with interest
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