Contact Marla DoughertyPAYMENT:Call 703-352-9055
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SKills Practice Class
with John Krpan
|John Krpan has taught American Sign Language most of his life. His professional teaching licenses include Virginia Postgraduate License and certifications for Administration and Supervision PreK-12, ASL and English, Maryland Advanced Professional Certificate and certifications for Administrator I & II, ASL PreK-12, English 7-12, reading and special education.John interprets ASL-English and foreign languages/gestures-English. Specializes in legal interpretation.
ASL is his native language.
|This course is designed to practice skills learned in ASL1. Students should be proficient in finger spelling, familiar with numbers and have a good grasp of vocabulary covered in ASL1.Classes will include visual-gestural activities, drills, story-telling activities and games. Social signing activities will cover the last two classes.
skills - Archive
Speaking Skills Crucial for Hearing Impaired Children in the Classroom
From Science Daily, 12/17/2012 Dec. 17, 2012
Current special education laws are geared towards integrating special-needs children into the general classroom environment from a young age, starting as early as preschool. Prof. Tova Most of Tel Aviv University’s Jaime and Joan Constantiner School of Education and the Department of Communications Disorders at the Stanley Steyer School of Health Professions says that these laws present a unique set of challenges for children with hearing loss, and that a sense of isolation may inhibit a successful education.
While studies show that many children with hearing loss are academically comparable to their peers with normal hearing, active participation in classroom and group activities, as well as social integration, is more complex. Even with advanced sensory devices such as hearing aids and cochear implants, it can be difficult for children to pick up on all the necessary information in a busy atmosphere, leaving them with a sense that they’re being “left out” by hearing classmates. Read more . . . →