WEBVTT 00:00:00.570 --> 00:00:02.450 align:middle line:84% RICHARD LADNER: Thank you, Brianna. 00:00:02.450 --> 00:00:10.510 align:middle line:84% So we're being recorded because this presentation, question 00:00:10.510 --> 00:00:15.820 align:middle line:84% and answer session will be for posterity, so other people can 00:00:15.820 --> 00:00:17.020 align:middle line:90% see it in the future. 00:00:17.020 --> 00:00:19.480 align:middle line:84% Not everybody can come at this hour. 00:00:19.480 --> 00:00:21.940 align:middle line:84% So I'm Richard Ladner, a professor emeritus 00:00:21.940 --> 00:00:24.190 align:middle line:84% at the University of Washington in Seattle. 00:00:24.190 --> 00:00:28.030 align:middle line:84% And I run the AccessCSforAll program. 00:00:28.030 --> 00:00:32.409 align:middle line:84% And I want to welcome you to our second in a series of four. 00:00:32.409 --> 00:00:35.710 align:middle line:84% This is Accessible Computer Science for deaf and hard 00:00:35.710 --> 00:00:36.580 align:middle line:90% of hearing. 00:00:36.580 --> 00:00:39.790 align:middle line:90% We have two more coming up. 00:00:39.790 --> 00:00:43.990 align:middle line:84% One on teaching students with learning disabilities, and one 00:00:43.990 --> 00:00:46.300 align:middle line:90% teaching neurodiverse students. 00:00:46.300 --> 00:00:48.440 align:middle line:84% So you can look forward to those as well. 00:00:48.440 --> 00:00:50.770 align:middle line:84% And some of you might have come a couple of weeks 00:00:50.770 --> 00:00:56.450 align:middle line:84% ago when we had a blind and visually impaired. 00:00:56.450 --> 00:01:01.720 align:middle line:84% So we're really fortunate today to have an experienced teacher 00:01:01.720 --> 00:01:04.780 align:middle line:84% of deaf students-- deaf and hard of hearing students, Beth 00:01:04.780 --> 00:01:06.100 align:middle line:90% Kimball. 00:01:06.100 --> 00:01:12.150 align:middle line:84% She teaches at the Indiana School for the Deaf. 00:01:12.150 --> 00:01:15.360 align:middle line:90% And an interesting story. 00:01:15.360 --> 00:01:19.920 align:middle line:84% When my mother graduated from Gallaudet University 00:01:19.920 --> 00:01:24.960 align:middle line:90% around 1932 or so-- no, 1936. 00:01:24.960 --> 00:01:30.000 align:middle line:84% Her first job was teaching at the Indiana 00:01:30.000 --> 00:01:31.560 align:middle line:90% School for the Deaf. 00:01:31.560 --> 00:01:35.550 align:middle line:84% And then shortly thereafter, that year, my father 00:01:35.550 --> 00:01:37.035 align:middle line:90% wrote her a note. 00:01:37.035 --> 00:01:38.910 align:middle line:84% Actually, there was a whole series of letters 00:01:38.910 --> 00:01:42.780 align:middle line:84% that they corresponded, and he proposed to her. 00:01:42.780 --> 00:01:46.470 align:middle line:84% And eventually, he came back and brought her back 00:01:46.470 --> 00:01:49.500 align:middle line:90% to California, where I grew up. 00:01:49.500 --> 00:01:51.360 align:middle line:84% Anyway, I don't want to prolong this. 00:01:51.360 --> 00:01:53.400 align:middle line:90% And Beth, please go ahead. 00:02:01.295 --> 00:02:02.670 align:middle line:84% BETH KIMBALL: This evening, we'll 00:02:02.670 --> 00:02:05.160 align:middle line:84% be talking about how to make computer 00:02:05.160 --> 00:02:07.560 align:middle line:84% science accessible for deaf students 00:02:07.560 --> 00:02:12.440 align:middle line:84% and hard of hearing students, or language deprived 00:02:12.440 --> 00:02:19.420 align:middle line:84% students or students who may have some type of hearing loss. 00:02:28.550 --> 00:02:30.410 align:middle line:84% I'd like to introduce myself first. 00:02:30.410 --> 00:02:34.100 align:middle line:84% My name is Beth Kimball, and this is my sign name. 00:02:34.100 --> 00:02:36.350 align:middle line:90% It's an R across my head. 00:02:36.350 --> 00:02:39.770 align:middle line:84% I teach middle school STEM classes 00:02:39.770 --> 00:02:42.430 align:middle line:90% at Indiana School for the Deaf-- 00:02:42.430 --> 00:02:45.134 align:middle line:90% Also known as ISD. 00:02:45.134 --> 00:02:48.950 align:middle line:84% I can teach computer science, math, science, 00:02:48.950 --> 00:02:52.040 align:middle line:90% a whole host of other classes. 00:02:52.040 --> 00:02:54.410 align:middle line:84% Typically, classes that other teachers 00:02:54.410 --> 00:02:57.290 align:middle line:84% are not interested in teaching or are nervous about teaching. 00:02:57.290 --> 00:02:59.510 align:middle line:90% I take over those courses. 00:02:59.510 --> 00:03:02.060 align:middle line:84% I have taught computer science to middle school 00:03:02.060 --> 00:03:06.615 align:middle line:84% and high school students for the last eight, almost nine years. 00:03:11.920 --> 00:03:14.990 align:middle line:84% It said six, but prior to that, I had other experiences. 00:03:14.990 --> 00:03:17.760 align:middle line:90% So really, close to nine years. 00:03:17.760 --> 00:03:21.210 align:middle line:84% My major was in biology and deaf education 00:03:21.210 --> 00:03:26.600 align:middle line:84% and outdoor experiential education and engineering. 00:03:26.600 --> 00:03:29.780 align:middle line:84% So I graduated two years ago with a PhD 00:03:29.780 --> 00:03:32.550 align:middle line:90% in environmental engineering. 00:03:32.550 --> 00:03:36.600 align:middle line:84% But now, I have been enjoying teaching middle school. 00:03:36.600 --> 00:03:38.850 align:middle line:90% And it's that awkward age level. 00:03:38.850 --> 00:03:41.130 align:middle line:84% And I'm going to continue doing that at this time. 00:03:44.450 --> 00:03:48.540 align:middle line:84% My passion is being involved in my hobbies, 00:03:48.540 --> 00:03:53.210 align:middle line:84% such as reading, working on bicycle's and my two dogs. 00:03:53.210 --> 00:03:56.630 align:middle line:90% Yeah, two very small dogs. 00:03:56.630 --> 00:04:02.240 align:middle line:84% I started computer science teaching, really, accidentally. 00:04:02.240 --> 00:04:04.790 align:middle line:84% I was teaching science, and someone asked me 00:04:04.790 --> 00:04:07.610 align:middle line:90% about signing up for a workshop. 00:04:07.610 --> 00:04:12.060 align:middle line:84% So in my head, it was like, really, 00:04:12.060 --> 00:04:15.172 align:middle line:84% you want me to teach computer science? 00:04:15.172 --> 00:04:18.390 align:middle line:84% I tried to tell this person, you realize that my background, 00:04:18.390 --> 00:04:20.860 align:middle line:84% I grew up without electricity, without computers? 00:04:20.860 --> 00:04:22.530 align:middle line:84% And they were like, oh, no, no, no. 00:04:22.530 --> 00:04:24.000 align:middle line:90% You're so intelligent. 00:04:24.000 --> 00:04:25.300 align:middle line:90% I know you can handle it. 00:04:25.300 --> 00:04:27.480 align:middle line:90% And so I just did it on a whim. 00:04:27.480 --> 00:04:31.040 align:middle line:84% It was for free professional development. 00:04:31.040 --> 00:04:35.360 align:middle line:84% So I went and really enjoyed interacting with others 00:04:35.360 --> 00:04:41.600 align:middle line:84% and learned a lot and realized that computer science is not 00:04:41.600 --> 00:04:45.510 align:middle line:84% actually about the computer, the mechanism itself. 00:04:45.510 --> 00:04:51.230 align:middle line:84% It's more about playing around, making mistakes, and learning. 00:04:51.230 --> 00:04:53.140 align:middle line:84% And that is really the piece that I enjoy. 00:04:56.110 --> 00:04:58.950 align:middle line:84% I do like teaching computer science, actually, better 00:04:58.950 --> 00:05:01.857 align:middle line:84% than the other [AUDIO OUT] classes I teach. 00:05:01.857 --> 00:05:03.690 align:middle line:84% But I'm not going to tell my principal that. 00:05:03.690 --> 00:05:05.790 align:middle line:90% [LAUGHTER] 00:05:05.790 --> 00:05:10.020 align:middle line:90% I lost my hearing around age 24. 00:05:10.020 --> 00:05:14.790 align:middle line:84% Currently, I do use ASL all day long in my work environment 00:05:14.790 --> 00:05:16.080 align:middle line:90% and in my life. 00:05:16.080 --> 00:05:23.480 align:middle line:84% And I do also use English in other parts of my life as well. 00:05:23.480 --> 00:05:26.510 align:middle line:90% So I do use one or the other. 00:05:26.510 --> 00:05:28.960 align:middle line:84% However, I don't use simultaneous communication. 00:05:28.960 --> 00:05:31.030 align:middle line:84% I choose a language to use, whether it 00:05:31.030 --> 00:05:34.015 align:middle line:84% be sign language in the moment or English in the moment. 00:05:40.160 --> 00:05:45.800 align:middle line:84% I want to emphasize for those of you that may have, 00:05:45.800 --> 00:05:47.810 align:middle line:84% currently, a deaf or hard of hearing student 00:05:47.810 --> 00:05:50.450 align:middle line:84% in the classroom or may at some time 00:05:50.450 --> 00:05:55.880 align:middle line:84% in the future, what these individuals' identities may 00:05:55.880 --> 00:05:56.690 align:middle line:90% look like. 00:05:56.690 --> 00:05:59.810 align:middle line:84% If they are part of the Deaf community, 00:05:59.810 --> 00:06:03.050 align:middle line:84% they consider themselves Deaf and they use it 00:06:03.050 --> 00:06:07.070 align:middle line:84% as a proper noun with a capital D as part of the community. 00:06:07.070 --> 00:06:08.780 align:middle line:90% That is an identity. 00:06:08.780 --> 00:06:11.550 align:middle line:84% And they are proud of that identity. 00:06:11.550 --> 00:06:15.570 align:middle line:84% If the person has a hearing loss and they're 00:06:15.570 --> 00:06:17.820 align:middle line:84% viewing it from a medical perspective, 00:06:17.820 --> 00:06:21.270 align:middle line:84% and just in terms of their loss of hearing 00:06:21.270 --> 00:06:26.010 align:middle line:84% and not regarding their use of the language of ASL, 00:06:26.010 --> 00:06:29.490 align:middle line:84% then it is a common noun with a lowercase D-- 00:06:29.490 --> 00:06:30.790 align:middle line:90% deaf. 00:06:30.790 --> 00:06:33.610 align:middle line:84% And for your students, it will all 00:06:33.610 --> 00:06:37.340 align:middle line:84% depend on their background, where they come from, 00:06:37.340 --> 00:06:39.370 align:middle line:84% what their identity is, whether or not 00:06:39.370 --> 00:06:42.960 align:middle line:84% they use that as a proper noun or a common noun. 00:06:42.960 --> 00:06:46.150 align:middle line:84% RICHARD LADNER: Beth, this is Richard. 00:06:46.150 --> 00:06:49.060 align:middle line:84% I wanted to ask you, could you explain what ASL? 00:06:49.060 --> 00:06:50.510 align:middle line:90% You mentioned ASL. 00:06:50.510 --> 00:06:52.210 align:middle line:84% Some people might not know what that is. 00:06:57.420 --> 00:06:58.670 align:middle line:90% BETH KIMBALL: Oh, I apologize. 00:06:58.670 --> 00:07:01.745 align:middle line:84% Yes, ASL is American Sign Language. 00:07:04.910 --> 00:07:09.050 align:middle line:84% It is the standard language of communication for the Deaf 00:07:09.050 --> 00:07:11.840 align:middle line:90% community in America. 00:07:11.840 --> 00:07:17.230 align:middle line:84% It is a full language with its own grammar, its own syntax, 00:07:17.230 --> 00:07:20.920 align:middle line:84% and it does include cultural aspects. 00:07:20.920 --> 00:07:23.620 align:middle line:84% And I want to be clear, it's not a mode of communication, 00:07:23.620 --> 00:07:25.278 align:middle line:90% but it is a language. 00:07:25.278 --> 00:07:25.945 align:middle line:90% It's called ASL. 00:07:29.230 --> 00:07:34.830 align:middle line:84% My primary language, currently, is English, 00:07:34.830 --> 00:07:37.375 align:middle line:84% but really ASL is my primary language. 00:07:44.540 --> 00:07:48.980 align:middle line:84% You may have seen different causes of deafness. 00:07:48.980 --> 00:07:51.707 align:middle line:84% It can be biologically cause, medical. 00:07:51.707 --> 00:07:52.790 align:middle line:90% There are different views. 00:07:52.790 --> 00:07:57.380 align:middle line:84% There are over 250 different causes of deafness. 00:07:57.380 --> 00:08:01.525 align:middle line:84% Some of those are congenital, it's in the DNA. 00:08:07.660 --> 00:08:10.900 align:middle line:84% It could be from connexin 26, which 00:08:10.900 --> 00:08:14.080 align:middle line:84% is a particular chromosome defect that 00:08:14.080 --> 00:08:17.840 align:middle line:90% is missing a particular gene. 00:08:17.840 --> 00:08:22.700 align:middle line:84% And that is very common to be a cause of deafness. 00:08:22.700 --> 00:08:24.020 align:middle line:90% It could also be-- 00:08:27.320 --> 00:08:29.390 align:middle line:90% that could be the-- 00:08:29.390 --> 00:08:30.890 align:middle line:84% there could be other primary issues, 00:08:30.890 --> 00:08:32.165 align:middle line:90% such as CHARGE syndrome. 00:08:35.030 --> 00:08:41.539 align:middle line:84% That comes with height issues, heart issues, physical defects, 00:08:41.539 --> 00:08:44.540 align:middle line:90% but it also does cause deafness. 00:08:44.540 --> 00:08:47.570 align:middle line:90% It could be a premature birth. 00:08:47.570 --> 00:08:52.130 align:middle line:84% And if a baby is born sometime around 24 weeks, 00:08:52.130 --> 00:08:55.130 align:middle line:84% they often have a hearing loss of some sort. 00:08:55.130 --> 00:08:59.750 align:middle line:84% Or it could also be related to a maternal illness. 00:08:59.750 --> 00:09:02.240 align:middle line:84% The mother may have had a high fever 00:09:02.240 --> 00:09:04.800 align:middle line:90% before the child was born. 00:09:04.800 --> 00:09:10.580 align:middle line:84% Or it could even be they lose their hearing later in life 00:09:10.580 --> 00:09:14.850 align:middle line:84% due to an illness as a child, as a teenager. 00:09:14.850 --> 00:09:20.180 align:middle line:84% An extremely high fever can cause hearing loss as well. 00:09:20.180 --> 00:09:24.550 align:middle line:84% Or it could be that an individual 00:09:24.550 --> 00:09:28.180 align:middle line:84% is born with some vision issues and later loses 00:09:28.180 --> 00:09:31.000 align:middle line:84% their hearing, which is typically related 00:09:31.000 --> 00:09:32.655 align:middle line:90% to having Usher syndrome. 00:09:32.655 --> 00:09:34.570 align:middle line:84% But there are a whole host of reasons 00:09:34.570 --> 00:09:38.130 align:middle line:90% that someone could be deaf. 00:09:38.130 --> 00:09:41.020 align:middle line:84% Very similar to other special needs. 00:09:41.020 --> 00:09:44.280 align:middle line:84% So if you know one deaf person, you 00:09:44.280 --> 00:09:47.370 align:middle line:84% have to realize that you only know one deaf person 00:09:47.370 --> 00:09:48.780 align:middle line:90% and what their life is like. 00:09:48.780 --> 00:09:53.270 align:middle line:84% That does not apply to all deaf students. 00:09:53.270 --> 00:09:56.860 align:middle line:84% So not every one deaf student is the same as any other. 00:10:08.820 --> 00:10:14.220 align:middle line:84% For our demographics in America, we have about 76,000 00:10:14.220 --> 00:10:19.320 align:middle line:84% deaf or deaf/blind students who receive services 00:10:19.320 --> 00:10:24.360 align:middle line:84% under IDEA, which is the Individuals with Disabilities 00:10:24.360 --> 00:10:25.275 align:middle line:90% Education Act. 00:10:27.840 --> 00:10:32.250 align:middle line:84% That's from the year 2018 to 2019. 00:10:32.250 --> 00:10:37.140 align:middle line:84% There is not current data from 2019, 2020, and on. 00:10:37.140 --> 00:10:39.630 align:middle line:84% But at that time, 76,000 children 00:10:39.630 --> 00:10:43.770 align:middle line:84% were identified to be receiving some type of service 00:10:43.770 --> 00:10:46.410 align:middle line:90% for some type of hearing loss. 00:10:53.790 --> 00:10:57.960 align:middle line:84% And this is those that have their primary disability 00:10:57.960 --> 00:11:00.390 align:middle line:90% as being deaf or deaf/blind. 00:11:00.390 --> 00:11:04.390 align:middle line:84% So if their primary disability is autism, 00:11:04.390 --> 00:11:07.670 align:middle line:84% and they have a secondary disability of being deaf, 00:11:07.670 --> 00:11:09.570 align:middle line:84% those students are not considered 00:11:09.570 --> 00:11:11.080 align:middle line:90% in that number of 76,000. 00:11:18.520 --> 00:11:22.570 align:middle line:84% A huge percentage of our deaf and hard of hearing students 00:11:22.570 --> 00:11:25.060 align:middle line:84% are attending the public schools. 00:11:25.060 --> 00:11:26.930 align:middle line:90% They are mainstreamed. 00:11:26.930 --> 00:11:28.810 align:middle line:84% They do not come to a Deaf school. 00:11:28.810 --> 00:11:31.660 align:middle line:84% 90% of our students are mainstreamed 00:11:31.660 --> 00:11:33.790 align:middle line:84% into the public school classroom. 00:11:33.790 --> 00:11:39.660 align:middle line:84% In bigger cities, there may be a few more deaf students 00:11:39.660 --> 00:11:41.910 align:middle line:90% in those Deaf programs. 00:11:41.910 --> 00:11:43.500 align:middle line:84% They may actually have a Deaf program 00:11:43.500 --> 00:11:45.900 align:middle line:84% versus a student being all alone in the classroom 00:11:45.900 --> 00:11:48.690 align:middle line:90% as the only deaf student. 00:11:48.690 --> 00:11:54.200 align:middle line:84% But typically, there is one deaf student or one deaf 00:11:54.200 --> 00:11:56.140 align:middle line:84% or hard of hearing student mainstreamed 00:11:56.140 --> 00:11:59.950 align:middle line:84% into their public school program if a larger 00:11:59.950 --> 00:12:01.870 align:middle line:84% number of those students all being hearing. 00:12:11.760 --> 00:12:17.950 align:middle line:84% So if you have any questions about the percentages 00:12:17.950 --> 00:12:19.690 align:middle line:84% or other disabilities that are out there, 00:12:19.690 --> 00:12:21.400 align:middle line:84% there is a link that's been provided. 00:12:21.400 --> 00:12:23.410 align:middle line:90% You can see here on the slide. 00:12:23.410 --> 00:12:26.570 align:middle line:84% But specifically, deaf and hard of hearing students, 00:12:26.570 --> 00:12:31.210 align:middle line:84% it is 76,000, which is 90% of those students. 00:12:36.180 --> 00:12:40.950 align:middle line:84% Also, 90%-- that 90% I was referring to of those 00:12:40.950 --> 00:12:45.450 align:middle line:84% students-- do have parents that can hear. 00:12:45.450 --> 00:12:49.530 align:middle line:84% So these hearing parents have a baby 00:12:49.530 --> 00:12:53.070 align:middle line:84% and they have this deaf child, and often they 00:12:53.070 --> 00:12:54.510 align:middle line:84% don't know what to do, so how they 00:12:54.510 --> 00:12:56.850 align:middle line:84% interact, how they communicate with their children. 00:12:56.850 --> 00:12:59.280 align:middle line:84% They may get a cochlear implant for their child. 00:12:59.280 --> 00:13:01.540 align:middle line:84% They may get hearing aids for their child. 00:13:01.540 --> 00:13:03.400 align:middle line:90% They may do speech therapy. 00:13:03.400 --> 00:13:05.640 align:middle line:90% They may use sign language. 00:13:05.640 --> 00:13:09.180 align:middle line:84% They may put their child in a Deaf school. 00:13:09.180 --> 00:13:12.690 align:middle line:84% It is quite individualized, and it's a family decision. 00:13:12.690 --> 00:13:17.040 align:middle line:84% And they base that on what's best for their child, 00:13:17.040 --> 00:13:20.580 align:middle line:84% for their family, whether or not that-- 00:13:20.580 --> 00:13:21.285 align:middle line:90% whatever works. 00:13:26.350 --> 00:13:29.830 align:middle line:84% Because 90% of our deaf and hard of hearing students do 00:13:29.830 --> 00:13:30.710 align:middle line:90% have hearing parents. 00:13:35.650 --> 00:13:37.840 align:middle line:84% Automatically, there is a disconnect 00:13:37.840 --> 00:13:39.370 align:middle line:90% between the cultures. 00:13:39.370 --> 00:13:46.850 align:middle line:84% When a deaf child is born, they have a different identity 00:13:46.850 --> 00:13:50.840 align:middle line:84% or just that feeling of otherness-- difference 00:13:50.840 --> 00:13:52.760 align:middle line:90% from their parents. 00:13:52.760 --> 00:13:55.730 align:middle line:84% A hearing child picks up language 00:13:55.730 --> 00:13:58.820 align:middle line:84% watching TV, talking on the phone. 00:13:58.820 --> 00:14:02.390 align:middle line:84% A deaf child does not have that same experience. 00:14:02.390 --> 00:14:04.400 align:middle line:90% And they can be easily isolated. 00:14:08.630 --> 00:14:13.520 align:middle line:84% So parents have to decide, are they going to learn ASL? 00:14:13.520 --> 00:14:16.760 align:middle line:84% Are they going to practice that in the home? 00:14:16.760 --> 00:14:19.150 align:middle line:84% Are they going to focus on speech? 00:14:19.150 --> 00:14:21.670 align:middle line:84% Will they use both sign language and speech? 00:14:21.670 --> 00:14:24.325 align:middle line:84% Will they get their child a cochlear implant 00:14:24.325 --> 00:14:27.715 align:middle line:84% through surgical procedure or use hearing aids? 00:14:30.425 --> 00:14:31.040 align:middle line:90% It varies. 00:14:33.800 --> 00:14:40.030 align:middle line:84% What we see and consider as the best decision 00:14:40.030 --> 00:14:41.320 align:middle line:90% may not be possible. 00:14:41.320 --> 00:14:45.910 align:middle line:84% Remember, the parents view this child-- 00:14:45.910 --> 00:14:47.830 align:middle line:90% that they have this child. 00:14:47.830 --> 00:14:49.630 align:middle line:84% And when you think about them learning 00:14:49.630 --> 00:14:53.110 align:middle line:84% a new language such as ASL, picking up that language 00:14:53.110 --> 00:14:56.230 align:middle line:84% while working full time, taking care of their children, 00:14:56.230 --> 00:15:01.460 align:middle line:84% it's a big adjustment and a big challenge to face as a family. 00:15:01.460 --> 00:15:04.660 align:middle line:84% So we can't judge parents based on what they 00:15:04.660 --> 00:15:06.370 align:middle line:90% choose to do for their child. 00:15:06.370 --> 00:15:08.950 align:middle line:84% It's their decision and we have to trust that they know best. 00:15:15.660 --> 00:15:22.840 align:middle line:84% As I mentioned before, it's not unusual. 00:15:22.840 --> 00:15:27.140 align:middle line:84% It is not rare for there to be just one 00:15:27.140 --> 00:15:30.450 align:middle line:90% deaf child in the whole school. 00:15:30.450 --> 00:15:33.460 align:middle line:90% Completely alone. 00:15:33.460 --> 00:15:36.040 align:middle line:84% Potentially, even kindergarten through 12th grade, 00:15:36.040 --> 00:15:37.770 align:middle line:84% there may only be one deaf child. 00:15:40.920 --> 00:15:45.510 align:middle line:84% And there may have never been a deaf child in that school 00:15:45.510 --> 00:15:47.820 align:middle line:90% until maybe up to 10th grade. 00:15:47.820 --> 00:15:50.750 align:middle line:90% That's just the way it goes. 00:15:50.750 --> 00:15:53.270 align:middle line:84% Or it may be that a child transfers 00:15:53.270 --> 00:15:56.810 align:middle line:84% in from another school or a family moves, 00:15:56.810 --> 00:16:02.480 align:middle line:84% and it may even be that a child has a recent diagnosis. 00:16:02.480 --> 00:16:06.540 align:middle line:84% They haven't even been previously diagnosed. 00:16:06.540 --> 00:16:08.700 align:middle line:84% And it may seem as if they're getting by. 00:16:08.700 --> 00:16:11.340 align:middle line:90% It may seem that they can here. 00:16:11.340 --> 00:16:15.270 align:middle line:84% And they may really start to struggle as the class gets 00:16:15.270 --> 00:16:17.100 align:middle line:90% more challenging. 00:16:17.100 --> 00:16:20.880 align:middle line:84% It is easy for children to fake it, 00:16:20.880 --> 00:16:23.490 align:middle line:90% especially in elementary school. 00:16:23.490 --> 00:16:27.570 align:middle line:84% They can get by trying to rely on as much as they can hear, 00:16:27.570 --> 00:16:29.430 align:middle line:90% and following others. 00:16:29.430 --> 00:16:31.467 align:middle line:90% And they can wing it. 00:16:31.467 --> 00:16:33.300 align:middle line:84% But by the time they get into middle school, 00:16:33.300 --> 00:16:36.420 align:middle line:84% it becomes much more challenging. 00:16:36.420 --> 00:16:38.580 align:middle line:90% They may have reading delays. 00:16:38.580 --> 00:16:42.120 align:middle line:84% They may start missing out on information. 00:16:42.120 --> 00:16:43.830 align:middle line:90% They may be embarrassed by that. 00:16:43.830 --> 00:16:48.840 align:middle line:84% They may not want to ask for someone to repeat information. 00:16:48.840 --> 00:16:53.230 align:middle line:84% And so they start to push it aside. 00:16:53.230 --> 00:16:56.620 align:middle line:84% And that's where the schools may find 00:16:56.620 --> 00:16:58.120 align:middle line:90% that a child is struggling. 00:16:58.120 --> 00:17:00.940 align:middle line:84% And they may do some testing and determine that they 00:17:00.940 --> 00:17:02.610 align:middle line:90% fit in another classroom. 00:17:05.460 --> 00:17:08.280 align:middle line:84% Often, deaf kids in the public school 00:17:08.280 --> 00:17:11.430 align:middle line:84% will have pull-out services for speech. 00:17:11.430 --> 00:17:14.932 align:middle line:90% They may have OT, PT. 00:17:14.932 --> 00:17:16.349 align:middle line:84% There's a variety of services they 00:17:16.349 --> 00:17:22.349 align:middle line:84% may benefit from because deaf children need language access, 00:17:22.349 --> 00:17:25.619 align:middle line:84% they need to get up and they need that additional practice. 00:17:28.800 --> 00:17:31.930 align:middle line:84% They may be a bit behind in the public schools, 00:17:31.930 --> 00:17:33.790 align:middle line:90% but some may not be behind. 00:17:33.790 --> 00:17:36.460 align:middle line:84% So it just varies from student to student. 00:17:36.460 --> 00:17:37.810 align:middle line:90% Just individually based. 00:17:44.610 --> 00:17:46.890 align:middle line:84% Before I delve into computer science, 00:17:46.890 --> 00:17:49.590 align:middle line:84% I do want to talk a bit about the deaf experience 00:17:49.590 --> 00:17:53.270 align:middle line:90% in the public school. 00:17:53.270 --> 00:17:56.685 align:middle line:84% A deaf student is in the classroom 00:17:56.685 --> 00:17:58.310 align:middle line:84% and you have to understand that there's 00:17:58.310 --> 00:18:01.970 align:middle line:84% all this auditory information being given by the students, 00:18:01.970 --> 00:18:04.340 align:middle line:84% by the teacher in the front of the classroom. 00:18:04.340 --> 00:18:08.090 align:middle line:84% That student will not have access to all of that. 00:18:08.090 --> 00:18:11.210 align:middle line:84% They may feel disconnected from the other students 00:18:11.210 --> 00:18:16.380 align:middle line:84% in the classroom, they may feel isolated, 00:18:16.380 --> 00:18:20.130 align:middle line:84% they may even feel some anxiety, some paranoia because they 00:18:20.130 --> 00:18:23.010 align:middle line:84% don't know what people are saying, 00:18:23.010 --> 00:18:24.840 align:middle line:90% what they're talking about. 00:18:24.840 --> 00:18:28.870 align:middle line:90% They'll be missing information. 00:18:28.870 --> 00:18:33.040 align:middle line:84% A common experience for s deaf student 00:18:33.040 --> 00:18:36.970 align:middle line:84% can be that they feel that their teacher doesn't like them 00:18:36.970 --> 00:18:38.170 align:middle line:90% or hates them. 00:18:38.170 --> 00:18:40.310 align:middle line:90% They're often exhausted. 00:18:40.310 --> 00:18:43.090 align:middle line:84% They don't want to wear the FM system because the teacher 00:18:43.090 --> 00:18:45.340 align:middle line:84% doesn't want to do that-- doesn't want to make those 00:18:45.340 --> 00:18:47.560 align:middle line:90% accommodations for their needs-- 00:18:47.560 --> 00:18:50.350 align:middle line:84% that the teacher doesn't want to give them additional support 00:18:50.350 --> 00:18:53.530 align:middle line:84% or doesn't want to interact with the interpreter. 00:18:53.530 --> 00:18:57.160 align:middle line:84% They also often feel that the teacher doesn't know how 00:18:57.160 --> 00:18:59.050 align:middle line:90% to use the closed captioning. 00:18:59.050 --> 00:19:02.320 align:middle line:84% These are all feelings of the students in middle school 00:19:02.320 --> 00:19:03.550 align:middle line:90% and high school. 00:19:03.550 --> 00:19:05.860 align:middle line:84% So they honestly do sometimes have that feeling 00:19:05.860 --> 00:19:07.870 align:middle line:84% that the teacher hates them, and that's 00:19:07.870 --> 00:19:12.520 align:middle line:84% only because the teacher may be exhausted or confused 00:19:12.520 --> 00:19:14.080 align:middle line:90% that that's their perspective. 00:19:14.080 --> 00:19:16.140 align:middle line:84% That's their experience in the public school. 00:19:19.370 --> 00:19:26.930 align:middle line:84% Funny story that I have seen from a lot of students. 00:19:26.930 --> 00:19:31.070 align:middle line:84% In public school when they wear the FM systems-- 00:19:31.070 --> 00:19:35.000 align:middle line:84% which, I'll talk a bit more about the technology later-- 00:19:35.000 --> 00:19:40.160 align:middle line:84% but basically, an FM system is basically direct Bluetooth 00:19:40.160 --> 00:19:42.530 align:middle line:90% to the students hearing aid. 00:19:42.530 --> 00:19:44.900 align:middle line:84% And the teacher wears a microphone 00:19:44.900 --> 00:19:48.320 align:middle line:84% and it goes directly into their hearing aid 00:19:48.320 --> 00:19:50.270 align:middle line:90% as if they are right nearby. 00:19:50.270 --> 00:19:54.690 align:middle line:84% Regardless of where the teacher is standing. 00:19:54.690 --> 00:19:57.690 align:middle line:84% What happens, often, is the teacher 00:19:57.690 --> 00:20:03.610 align:middle line:84% will forget to turn off the FM system after teaching. 00:20:03.610 --> 00:20:09.170 align:middle line:84% And we'll head to the restroom or go to the teacher's lounge 00:20:09.170 --> 00:20:13.880 align:middle line:84% or maybe go see the secretary in the secretary's office, 00:20:13.880 --> 00:20:17.240 align:middle line:84% and yet that's still close enough to that Bluetooth 00:20:17.240 --> 00:20:22.760 align:middle line:84% connection that that student can overhear the teacher 00:20:22.760 --> 00:20:26.090 align:middle line:84% in the restroom using the bathroom, having conversations 00:20:26.090 --> 00:20:28.130 align:middle line:84% with teachers in the teacher's lounge. 00:20:28.130 --> 00:20:28.890 align:middle line:90% Everything. 00:20:35.430 --> 00:20:38.580 align:middle line:84% Often, the kids do feel very connected-- 00:20:38.580 --> 00:20:42.780 align:middle line:84% or disconnected, excuse me-- from the hearing world. 00:20:42.780 --> 00:20:44.940 align:middle line:90% The world at large. 00:20:44.940 --> 00:20:48.840 align:middle line:84% Because they feel different, and they feel 00:20:48.840 --> 00:20:53.010 align:middle line:84% they can't communicate or can't understand everything. 00:21:00.660 --> 00:21:03.330 align:middle line:84% All you can do is your best for the students. 00:21:03.330 --> 00:21:07.290 align:middle line:84% Obviously, you can't be perfect for everyone. 00:21:07.290 --> 00:21:10.850 align:middle line:84% So if you do some analysis and realize 00:21:10.850 --> 00:21:14.810 align:middle line:84% that you can improve in certain areas, I think that's enough. 00:21:14.810 --> 00:21:17.960 align:middle line:84% Dialogue with the students, interact 00:21:17.960 --> 00:21:21.900 align:middle line:84% with other individuals in the Deaf community. 00:21:21.900 --> 00:21:24.360 align:middle line:90% That is enough. 00:21:24.360 --> 00:21:27.750 align:middle line:84% We don't expect all deaf and hard of hearing kids 00:21:27.750 --> 00:21:29.970 align:middle line:84% to be able to come to the Deaf school. 00:21:29.970 --> 00:21:31.870 align:middle line:90% That's not going to happen. 00:21:31.870 --> 00:21:34.890 align:middle line:84% We want what's ever best or most successful 00:21:34.890 --> 00:21:36.377 align:middle line:90% for that individual student. 00:21:36.377 --> 00:21:38.460 align:middle line:84% So if that means that they need to be mainstreamed 00:21:38.460 --> 00:21:42.150 align:middle line:84% in public school, be the only deaf student there, it's fine. 00:21:42.150 --> 00:21:46.020 align:middle line:84% If it means that they come to our school, that's fine. 00:21:46.020 --> 00:21:48.690 align:middle line:84% It's whatever works for those individual students. 00:21:56.760 --> 00:21:59.850 align:middle line:84% Educational options for deaf students, 00:21:59.850 --> 00:22:03.180 align:middle line:84% as I said before, they can be mainstreamed 00:22:03.180 --> 00:22:05.550 align:middle line:84% in the public school setting, they 00:22:05.550 --> 00:22:09.960 align:middle line:84% may have an interpreter, a sign language interpreter, 00:22:09.960 --> 00:22:13.830 align:middle line:84% they may use hearing aids, they may use an FM system 00:22:13.830 --> 00:22:17.580 align:middle line:84% with the teacher or other accommodations. 00:22:17.580 --> 00:22:20.710 align:middle line:90% Whatever that student needs. 00:22:20.710 --> 00:22:23.980 align:middle line:84% It may be notes printed, it may be note-taking, 00:22:23.980 --> 00:22:27.830 align:middle line:90% it may be videos captioned. 00:22:27.830 --> 00:22:30.510 align:middle line:90% Things on Zoom can be done. 00:22:30.510 --> 00:22:33.548 align:middle line:84% It may be one on one support from the deaf and hard 00:22:33.548 --> 00:22:34.340 align:middle line:90% of hearing teacher. 00:22:34.340 --> 00:22:36.410 align:middle line:84% Whatever that individual student needs. 00:22:43.120 --> 00:22:46.930 align:middle line:84% In more urban settings in the public schools, 00:22:46.930 --> 00:22:50.005 align:middle line:84% there may be several deaf students in a program. 00:22:53.220 --> 00:22:56.870 align:middle line:84% So that means that they may have the finances, the budget 00:22:56.870 --> 00:23:01.770 align:middle line:84% to have an actual Deaf program at that school. 00:23:01.770 --> 00:23:08.940 align:middle line:84% They may have a teacher of the Deaf who teaches deaf students. 00:23:08.940 --> 00:23:11.670 align:middle line:84% Could be a deaf or a hearing teacher. 00:23:11.670 --> 00:23:18.990 align:middle line:84% They would be providing direct instruction using sign language 00:23:18.990 --> 00:23:22.110 align:middle line:84% or even using other types of communication modes. 00:23:22.110 --> 00:23:25.470 align:middle line:84% But it would be more direct instruction from the teacher 00:23:25.470 --> 00:23:30.660 align:middle line:84% to the deaf students, not a teacher and an interpreter 00:23:30.660 --> 00:23:32.640 align:middle line:90% and a deaf student. 00:23:32.640 --> 00:23:35.340 align:middle line:84% So in some cases, there may be a program 00:23:35.340 --> 00:23:38.595 align:middle line:84% where the teachers are able to directly instruct the students. 00:23:44.660 --> 00:23:47.630 align:middle line:84% There are a few places in the United States, such as Chicago. 00:23:47.630 --> 00:23:48.410 align:middle line:90% They have one. 00:23:48.410 --> 00:23:51.770 align:middle line:84% New York has a few programs where-- 00:23:51.770 --> 00:23:55.040 align:middle line:84% and in New England, there are multiple programs. 00:23:55.040 --> 00:23:59.120 align:middle line:90% In Washington state, as well. 00:23:59.120 --> 00:24:01.430 align:middle line:84% Again, dependent on the particular community 00:24:01.430 --> 00:24:03.680 align:middle line:84% and their needs, they may have programs like that. 00:24:06.590 --> 00:24:10.910 align:middle line:84% And third option is that they may come to the Deaf school, 00:24:10.910 --> 00:24:13.520 align:middle line:84% like the school that I teach at, where the students receive 00:24:13.520 --> 00:24:17.500 align:middle line:84% direct instruction from the teachers. 00:24:17.500 --> 00:24:21.660 align:middle line:84% Most of our teachers are deaf where 00:24:21.660 --> 00:24:25.830 align:middle line:84% their first language or their primary language was ASL. 00:24:25.830 --> 00:24:30.790 align:middle line:84% And we have a class full of deaf students who are all using ASL. 00:24:30.790 --> 00:24:32.580 align:middle line:84% So there is direct communication, 00:24:32.580 --> 00:24:35.050 align:middle line:84% there is no delay and communication, 00:24:35.050 --> 00:24:37.740 align:middle line:90% there's no awkwardness. 00:24:37.740 --> 00:24:40.050 align:middle line:90% There's no interpreter needed. 00:24:40.050 --> 00:24:43.430 align:middle line:84% It looks just like any other school. 00:24:43.430 --> 00:24:47.010 align:middle line:84% The only difference is the language that's being used. 00:24:47.010 --> 00:24:49.170 align:middle line:90% That's all. 00:24:49.170 --> 00:24:55.470 align:middle line:84% Some Deaf schools don't necessarily use ASL. 00:24:55.470 --> 00:24:57.820 align:middle line:84% They have a focus on spoken language, 00:24:57.820 --> 00:25:00.600 align:middle line:84% so the teachers use spoken language. 00:25:00.600 --> 00:25:03.930 align:middle line:84% And it's a family decision that they want 00:25:03.930 --> 00:25:06.300 align:middle line:90% to just use spoken English. 00:25:06.300 --> 00:25:08.710 align:middle line:90% And that works for them. 00:25:08.710 --> 00:25:10.710 align:middle line:84% However, those accommodations are 00:25:10.710 --> 00:25:13.800 align:middle line:84% made to meet the needs of the student. 00:25:13.800 --> 00:25:18.660 align:middle line:90% Some schools do use cued speech. 00:25:18.660 --> 00:25:22.590 align:middle line:84% And so the teacher is speaking, and while they speak, 00:25:22.590 --> 00:25:24.780 align:middle line:84% they actually are showing where the sounds 00:25:24.780 --> 00:25:29.300 align:middle line:90% are happening on the face. 00:25:29.300 --> 00:25:31.310 align:middle line:90% It is a mode of communication. 00:25:31.310 --> 00:25:33.290 align:middle line:90% It is not a language. 00:25:33.290 --> 00:25:37.700 align:middle line:84% But there are some people that prefer to use cued speech. 00:25:37.700 --> 00:25:40.580 align:middle line:84% They feel that it connects them better to the hearing 00:25:40.580 --> 00:25:42.140 align:middle line:90% world and spoken English. 00:25:46.990 --> 00:25:54.320 align:middle line:84% Many schools use Signing Exact English, which is called SEE. 00:25:54.320 --> 00:25:59.360 align:middle line:84% American Sign Language has grammar and syntax. 00:25:59.360 --> 00:26:02.430 align:middle line:90% It is its own language. 00:26:02.430 --> 00:26:05.010 align:middle line:84% If we tried to put that in English, 00:26:05.010 --> 00:26:09.060 align:middle line:84% it would not work because it's not English. 00:26:09.060 --> 00:26:13.070 align:middle line:84% However, Signing Exact English is signing 00:26:13.070 --> 00:26:15.420 align:middle line:90% every exact word in English. 00:26:15.420 --> 00:26:24.230 align:middle line:84% So the word the and a swinging all those parts of the word 00:26:24.230 --> 00:26:26.270 align:middle line:84% are shown in Signing Exact English. 00:26:29.240 --> 00:26:30.990 align:middle line:90% RICHARD LADNER: Beth? 00:26:30.990 --> 00:26:35.400 align:middle line:84% Yeah, just a point about Signed English. 00:26:35.400 --> 00:26:37.890 align:middle line:84% American Sign Language is efficient, 00:26:37.890 --> 00:26:42.030 align:middle line:84% meaning its information rate's similar to speaking. 00:26:42.030 --> 00:26:45.540 align:middle line:84% And you're using these really big muscles in your arms 00:26:45.540 --> 00:26:48.810 align:middle line:84% and makers and stuff like that, so each side 00:26:48.810 --> 00:26:52.851 align:middle line:84% has to have a lot of information in it. 00:26:52.851 --> 00:26:56.670 align:middle line:84% In SEE or in Signed English, you have 00:26:56.670 --> 00:26:59.130 align:middle line:84% to take the spoken language and do 00:26:59.130 --> 00:27:04.310 align:middle line:84% an exact match using these big muscles, so everything is slow. 00:27:04.310 --> 00:27:07.560 align:middle line:90% It's much slower than ASL. 00:27:07.560 --> 00:27:11.130 align:middle line:84% So it's-- hmm, I don't know the percentage slowness, 00:27:11.130 --> 00:27:13.650 align:middle line:90% but it's at least 50% slower. 00:27:13.650 --> 00:27:17.500 align:middle line:90% So it's very inefficient. 00:27:17.500 --> 00:27:22.470 align:middle line:84% And so after learning in SEE, most kids 00:27:22.470 --> 00:27:25.667 align:middle line:84% go on and learn ASL because it's much more efficient. 00:27:31.250 --> 00:27:32.000 align:middle line:90% BETH KIMBALL: Yes. 00:27:32.000 --> 00:27:35.480 align:middle line:84% And it depends on where they are headed in their lives. 00:27:35.480 --> 00:27:39.800 align:middle line:84% If where they live has that oper-- 00:27:39.800 --> 00:27:42.590 align:middle line:84% if they have that opportunity to learn ASL, 00:27:42.590 --> 00:27:44.090 align:middle line:90% absolutely, they will. 00:27:44.090 --> 00:27:49.250 align:middle line:84% But if not, then some do stick with Signing Exact English. 00:27:49.250 --> 00:27:53.470 align:middle line:84% So it just depends on their life journey, honestly. 00:27:53.470 --> 00:27:56.080 align:middle line:90% But Richard, you are right. 00:27:56.080 --> 00:28:05.410 align:middle line:84% I do remember from grad school, Signing Exact English or SEE, 00:28:05.410 --> 00:28:11.910 align:middle line:90% that's called a linear language. 00:28:11.910 --> 00:28:14.800 align:middle line:90% We call that a linear language. 00:28:14.800 --> 00:28:17.500 align:middle line:84% So everything is in order in line. 00:28:17.500 --> 00:28:23.395 align:middle line:84% ASL-- American Sign Language-- is a vertical language. 00:28:26.060 --> 00:28:31.220 align:middle line:84% So you can sign and include the grammatical structures 00:28:31.220 --> 00:28:35.620 align:middle line:84% with facial grammars and body language. 00:28:35.620 --> 00:28:39.670 align:middle line:84% Where one sign combines all of those aspects 00:28:39.670 --> 00:28:42.160 align:middle line:84% and has a multitude of meanings and can 00:28:42.160 --> 00:28:44.500 align:middle line:90% create an entire sentence. 00:28:44.500 --> 00:28:49.480 align:middle line:84% So yes, ASL is more efficient, much quicker 00:28:49.480 --> 00:28:53.440 align:middle line:84% than spoken language if you know ASL-- if you know how to sign. 00:28:57.770 --> 00:29:01.190 align:middle line:84% INTERPRETER: Are you ready to switch? 00:29:01.190 --> 00:29:04.676 align:middle line:90% I-- 00:29:16.487 --> 00:29:19.000 align:middle line:84% So maybe you have a deaf or hard of hearing student 00:29:19.000 --> 00:29:22.130 align:middle line:84% that is using different types of technology. 00:29:22.130 --> 00:29:25.090 align:middle line:84% So I'm not talking about iPads or computers 00:29:25.090 --> 00:29:27.430 align:middle line:84% or that type of technology, what I'm talking about 00:29:27.430 --> 00:29:31.900 align:middle line:84% is their own personal assistive technology for their hearing 00:29:31.900 --> 00:29:33.410 align:middle line:90% accessibility. 00:29:33.410 --> 00:29:38.590 align:middle line:84% So for example, they're called smart hearing aids. 00:29:38.590 --> 00:29:41.740 align:middle line:84% So if they're using that assistive technology that 00:29:41.740 --> 00:29:44.330 align:middle line:90% has Bluetooth capability-- 00:29:44.330 --> 00:29:45.760 align:middle line:84% for example, with my hearing aids, 00:29:45.760 --> 00:29:49.000 align:middle line:84% I'm able to listen to music from my iPad 00:29:49.000 --> 00:29:51.370 align:middle line:90% through my hearing aids. 00:29:51.370 --> 00:29:53.770 align:middle line:84% And so that's one way that we can 00:29:53.770 --> 00:29:54.970 align:middle line:90% use that type of technology. 00:29:54.970 --> 00:29:58.060 align:middle line:84% Or I'm able to connect to an FM system 00:29:58.060 --> 00:30:00.160 align:middle line:84% directly through my own hearing aids. 00:30:00.160 --> 00:30:05.970 align:middle line:84% I can listen to announcements in the airport 00:30:05.970 --> 00:30:08.790 align:middle line:84% or in the grocery store or adjust my settings 00:30:08.790 --> 00:30:11.490 align:middle line:84% for different types of environments. 00:30:11.490 --> 00:30:14.440 align:middle line:84% Or I can connect to my iPhone, for example, 00:30:14.440 --> 00:30:15.900 align:middle line:90% to be able to use my hearing. 00:30:22.300 --> 00:30:26.180 align:middle line:84% For some Deaf individuals that are more profoundly deaf, 00:30:26.180 --> 00:30:30.040 align:middle line:84% they might take advantage of the cochlear implant process, which 00:30:30.040 --> 00:30:36.590 align:middle line:84% is actually a surgical procedure that connects technology 00:30:36.590 --> 00:30:38.960 align:middle line:84% to the inner part of the ear and the cochlea. 00:30:38.960 --> 00:30:42.440 align:middle line:84% And it's connected directly to a device that allows them 00:30:42.440 --> 00:30:45.410 align:middle line:90% to be able to hear auditory-- 00:30:45.410 --> 00:30:48.700 align:middle line:84% or it connects to their auditory nerve. 00:30:48.700 --> 00:30:51.060 align:middle line:84% So it basically bypasses their ear 00:30:51.060 --> 00:30:53.490 align:middle line:84% for that part of the ear that does not work, 00:30:53.490 --> 00:30:55.013 align:middle line:84% and connects directly to that nerve 00:30:55.013 --> 00:30:56.680 align:middle line:84% to help them have that hearing function. 00:31:02.010 --> 00:31:05.280 align:middle line:84% One of the really nice things about that is I have an implant 00:31:05.280 --> 00:31:08.580 align:middle line:84% and it doesn't mean that I'm able to hear everything 00:31:08.580 --> 00:31:13.330 align:middle line:84% exactly, but I can hear announcements in the store, 00:31:13.330 --> 00:31:17.130 align:middle line:84% I can hear someone walking behind me. 00:31:17.130 --> 00:31:20.640 align:middle line:84% I might be able to pick up environmental noise. 00:31:20.640 --> 00:31:24.780 align:middle line:84% I might hear something that's happening in my environment. 00:31:24.780 --> 00:31:27.060 align:middle line:84% So that is one of the really nice things, 00:31:27.060 --> 00:31:29.993 align:middle line:84% that I'm able to hear those noises. 00:31:29.993 --> 00:31:31.410 align:middle line:84% But one of the things that happens 00:31:31.410 --> 00:31:35.610 align:middle line:84% is that my brain has difficulty separating 00:31:35.610 --> 00:31:37.440 align:middle line:84% some of those environmental sounds 00:31:37.440 --> 00:31:39.730 align:middle line:84% and separating that from spoken language. 00:31:39.730 --> 00:31:41.760 align:middle line:84% So that could be a little bit overwhelming 00:31:41.760 --> 00:31:45.990 align:middle line:84% for individuals that do have a cochlear implant. 00:31:45.990 --> 00:31:48.140 align:middle line:84% So, yeah, you have to think about your students. 00:31:48.140 --> 00:31:50.660 align:middle line:84% If they're trying to listen to the teacher, 00:31:50.660 --> 00:31:53.180 align:middle line:84% they're also trying to filter out 00:31:53.180 --> 00:31:55.250 align:middle line:84% some of those background information 00:31:55.250 --> 00:31:58.190 align:middle line:84% and some of the other noise that's in their environment. 00:31:58.190 --> 00:32:02.660 align:middle line:84% That for hearing people, who have grown up 00:32:02.660 --> 00:32:06.630 align:middle line:84% hearing all those noises, they learn how to filter it out. 00:32:06.630 --> 00:32:08.750 align:middle line:84% But it's a lot more difficult for our students 00:32:08.750 --> 00:32:11.330 align:middle line:84% and it can become exhausting throughout their school day. 00:32:16.130 --> 00:32:20.300 align:middle line:84% Or some students might use hearing aids with an FM system, 00:32:20.300 --> 00:32:21.960 align:middle line:90% like I mentioned before. 00:32:21.960 --> 00:32:23.840 align:middle line:84% So basically that would be like a microphone 00:32:23.840 --> 00:32:25.882 align:middle line:84% that the teacher would wear during the class that 00:32:25.882 --> 00:32:28.010 align:middle line:84% would connect directly to the students 00:32:28.010 --> 00:32:30.350 align:middle line:84% hearing aid or cochlear implants. 00:32:30.350 --> 00:32:33.470 align:middle line:84% And wherever the teacher walks, anywhere in the classroom, 00:32:33.470 --> 00:32:35.840 align:middle line:84% then the student would be able to hear 00:32:35.840 --> 00:32:37.040 align:middle line:90% what the teacher is saying. 00:32:43.110 --> 00:32:45.300 align:middle line:84% On the left side, you'll see a couple 00:32:45.300 --> 00:32:47.220 align:middle line:84% of different options for accessibility 00:32:47.220 --> 00:32:50.790 align:middle line:84% to language and different types of communication modes. 00:32:50.790 --> 00:32:54.870 align:middle line:84% As we have already talked about, there is signed ASL. 00:32:54.870 --> 00:32:58.720 align:middle line:84% You'll also see there where is says Pidgin Sign English, 00:32:58.720 --> 00:33:01.530 align:middle line:84% that is a little bit of a mixture between what 00:33:01.530 --> 00:33:05.250 align:middle line:84% we talked about earlier-- about Signing Exact English and ASL. 00:33:05.250 --> 00:33:07.770 align:middle line:84% It's also a combination of some made up signs, 00:33:07.770 --> 00:33:09.420 align:middle line:90% as well as gestures. 00:33:09.420 --> 00:33:12.960 align:middle line:84% And that is something that some students might use, 00:33:12.960 --> 00:33:15.390 align:middle line:84% but it's not something that will be common to all. 00:33:17.910 --> 00:33:21.930 align:middle line:84% So if someone speaks spoken English 00:33:21.930 --> 00:33:24.690 align:middle line:84% and maybe they're in an oral environment, 00:33:24.690 --> 00:33:28.045 align:middle line:84% they might use cued speech or lip reading 00:33:28.045 --> 00:33:29.295 align:middle line:90% or a variety of these methods. 00:33:37.780 --> 00:33:43.920 align:middle line:84% Typical requirements for a classroom set up prior 00:33:43.920 --> 00:33:49.680 align:middle line:84% to COVID, were that there were a variety of accommodations 00:33:49.680 --> 00:33:52.680 align:middle line:84% that might be needed for deaf and hard of hearing student. 00:33:52.680 --> 00:33:57.320 align:middle line:84% And the focus on that is more on the physical set up. 00:33:57.320 --> 00:34:00.560 align:middle line:84% So usually, your teacher's at the front of the classroom 00:34:00.560 --> 00:34:02.630 align:middle line:90% in front of the whiteboard. 00:34:02.630 --> 00:34:06.620 align:middle line:84% The sign language interpreter would stand closely 00:34:06.620 --> 00:34:07.790 align:middle line:90% to the teacher. 00:34:07.790 --> 00:34:11.780 align:middle line:84% You also might have a captionist or a card person, 00:34:11.780 --> 00:34:15.310 align:middle line:90% as well as an FM system. 00:34:15.310 --> 00:34:17.739 align:middle line:84% Usually, for college programs, you 00:34:17.739 --> 00:34:22.239 align:middle line:84% will have a student who pays for someone 00:34:22.239 --> 00:34:28.550 align:middle line:84% to be a note taker for them, so that the deaf student is 00:34:28.550 --> 00:34:31.250 align:middle line:84% able to keep their eyes on the interpreter. 00:34:31.250 --> 00:34:33.830 align:middle line:84% Because oftentimes, if they're looking at the interpreter 00:34:33.830 --> 00:34:35.540 align:middle line:84% and then looking down to write notes, 00:34:35.540 --> 00:34:36.889 align:middle line:90% they might miss information. 00:34:36.889 --> 00:34:39.199 align:middle line:84% So they can focus on the interpreter the entire time. 00:34:42.130 --> 00:34:45.010 align:middle line:84% In the picture-- this is from an actual University 00:34:45.010 --> 00:34:47.659 align:middle line:90% in Washington. 00:34:47.659 --> 00:34:50.230 align:middle line:90% And so a college level workshop. 00:34:50.230 --> 00:34:52.330 align:middle line:84% You can see the presenter there on the left 00:34:52.330 --> 00:34:57.230 align:middle line:84% in the front with the PowerPoint behind them, 00:34:57.230 --> 00:35:00.690 align:middle line:84% and then the interpreter, who is signing, 00:35:00.690 --> 00:35:03.060 align:middle line:84% being right there by the PowerPoint. 00:35:03.060 --> 00:35:05.010 align:middle line:90% And you'll see the students-- 00:35:05.010 --> 00:35:13.380 align:middle line:84% you'll see the bald man who is deaf and blind, 00:35:13.380 --> 00:35:16.380 align:middle line:84% and then you'll know that he might be the interpreter. 00:35:16.380 --> 00:35:19.170 align:middle line:84% And then, there is a person there 00:35:19.170 --> 00:35:23.430 align:middle line:84% who is able to provide tactile interpretation, who 00:35:23.430 --> 00:35:24.810 align:middle line:90% can hear as well. 00:35:24.810 --> 00:35:28.800 align:middle line:84% And be there to provide that tactile information in sign 00:35:28.800 --> 00:35:31.320 align:middle line:84% language to the Deaf and blind students, 00:35:31.320 --> 00:35:34.890 align:middle line:84% to be able to give them communication access. 00:35:34.890 --> 00:35:38.280 align:middle line:84% The same concept is for a sign language teacher. 00:35:38.280 --> 00:35:42.525 align:middle line:84% They can see the signs, but it's through touch. 00:35:50.550 --> 00:35:53.340 align:middle line:84% And then, you'll see right there in the red outline, the laptop 00:35:53.340 --> 00:35:58.700 align:middle line:84% for the cards, where they're able to see the captions 00:35:58.700 --> 00:35:59.645 align:middle line:90% and/or note taker. 00:36:04.210 --> 00:36:06.700 align:middle line:84% Which can be shared with that deaf/blind individual. 00:36:10.030 --> 00:36:15.340 align:middle line:84% All right, now, finally, we are at the computer science portion 00:36:15.340 --> 00:36:16.290 align:middle line:90% of the presentation. 00:36:19.950 --> 00:36:25.190 align:middle line:84% So computer science is a hot topic now for schools 00:36:25.190 --> 00:36:28.320 align:middle line:90% and in the classroom. 00:36:28.320 --> 00:36:31.680 align:middle line:84% And it's not a new field to the world. 00:36:31.680 --> 00:36:33.270 align:middle line:90% It's been recognized since-- 00:36:37.245 --> 00:36:42.690 align:middle line:84% it's been recognized for a very long time, since the 1800s. 00:36:42.690 --> 00:36:52.420 align:middle line:84% The woman who first came up with computer code was Ada Lovelace. 00:36:56.910 --> 00:36:58.780 align:middle line:84% So it's been around for some time. 00:36:58.780 --> 00:37:02.040 align:middle line:84% But more recently, schools have realized how important 00:37:02.040 --> 00:37:05.910 align:middle line:84% it is for kids to be able to use technology, 00:37:05.910 --> 00:37:08.760 align:middle line:84% to understand how to use computers as well, 00:37:08.760 --> 00:37:10.200 align:middle line:90% in the professional setting. 00:37:10.200 --> 00:37:13.900 align:middle line:84% And also to be able to use technology safely. 00:37:13.900 --> 00:37:16.680 align:middle line:84% And so this is the opportunity where 00:37:16.680 --> 00:37:18.270 align:middle line:84% we've kind of backpedaled to give them 00:37:18.270 --> 00:37:19.437 align:middle line:90% the training that they need. 00:37:23.830 --> 00:37:27.840 align:middle line:84% Now, when we talk about the language in English 00:37:27.840 --> 00:37:31.900 align:middle line:84% for computer science, it's still evolving. 00:37:31.900 --> 00:37:34.080 align:middle line:84% The language itself is developing. 00:37:34.080 --> 00:37:37.890 align:middle line:84% The different tags that are being picked up. 00:37:37.890 --> 00:37:43.140 align:middle line:84% All of that is relatively new in English, and likewise in ASL. 00:37:43.140 --> 00:37:49.960 align:middle line:84% However, in ASL, the standardized signs 00:37:49.960 --> 00:37:54.668 align:middle line:84% are not as readily available as they might be in English, 00:37:54.668 --> 00:37:55.960 align:middle line:90% because there are fewer people. 00:37:55.960 --> 00:37:59.590 align:middle line:84% So it's evolving, but evolving more slowly 00:37:59.590 --> 00:38:02.350 align:middle line:84% than the computer science language is in English. 00:38:02.350 --> 00:38:06.220 align:middle line:84% Because it's not as commonly used and not as many 00:38:06.220 --> 00:38:07.555 align:middle line:90% people are as familiar. 00:38:13.420 --> 00:38:16.510 align:middle line:84% So there are often not standardized signs 00:38:16.510 --> 00:38:20.030 align:middle line:84% for computer science terminology, 00:38:20.030 --> 00:38:26.260 align:middle line:84% so you might see signs like, for example, the word algorithm. 00:38:26.260 --> 00:38:28.960 align:middle line:84% One person might sign it this way, 00:38:28.960 --> 00:38:31.510 align:middle line:84% and then another person might sign it like this. 00:38:31.510 --> 00:38:34.030 align:middle line:90% More like a rule. 00:38:34.030 --> 00:38:36.010 align:middle line:90% Just showing the concept of it. 00:38:36.010 --> 00:38:39.350 align:middle line:84% And you'll see that those two signs don't look similar, 00:38:39.350 --> 00:38:40.840 align:middle line:90% but they're still related. 00:38:40.840 --> 00:38:43.240 align:middle line:84% And so that's what's really happening across the board 00:38:43.240 --> 00:38:48.520 align:middle line:84% now in ASL, where the language is still evolving 00:38:48.520 --> 00:38:52.135 align:middle line:84% and those that are in the field are developing those signs. 00:38:57.500 --> 00:39:01.850 align:middle line:84% Keep in mind that interpreters and captions are not perfect. 00:39:01.850 --> 00:39:04.100 align:middle line:84% It's affected by their level of understanding, 00:39:04.100 --> 00:39:07.430 align:middle line:84% as well as how well they are able to match up 00:39:07.430 --> 00:39:10.200 align:middle line:90% with the teacher's language. 00:39:10.200 --> 00:39:18.470 align:middle line:84% And you'll see things on YouTube, 00:39:18.470 --> 00:39:20.200 align:middle line:84% for example, when you're watching, 00:39:20.200 --> 00:39:24.340 align:middle line:84% if you look at the automatic captions, they're just awful. 00:39:24.340 --> 00:39:27.490 align:middle line:84% And so it often depends on the technology. 00:39:31.030 --> 00:39:35.890 align:middle line:84% And someone who is speaking in English, and then the captions 00:39:35.890 --> 00:39:37.780 align:middle line:84% do not match up, especially when you're 00:39:37.780 --> 00:39:41.410 align:middle line:84% talking about terminology, it's very difficult to follow. 00:39:50.540 --> 00:39:53.420 align:middle line:84% Generally speaking, I teach middle school and high school 00:39:53.420 --> 00:39:55.250 align:middle line:90% computer science. 00:39:55.250 --> 00:40:01.700 align:middle line:84% And my very first approach with students is just to show them 00:40:01.700 --> 00:40:04.040 align:middle line:90% how to make mistakes. 00:40:04.040 --> 00:40:06.320 align:middle line:84% I will, on purpose, make mistakes 00:40:06.320 --> 00:40:08.570 align:middle line:84% and put them up for the students to see. 00:40:08.570 --> 00:40:11.750 align:middle line:84% And I will mess up something just to show them 00:40:11.750 --> 00:40:16.160 align:middle line:84% and to help to show them how to respond appropriately. 00:40:16.160 --> 00:40:20.660 align:middle line:84% And then, I want them to see that it doesn't 00:40:20.660 --> 00:40:22.400 align:middle line:84% have to be upsetting them where you 00:40:22.400 --> 00:40:24.470 align:middle line:84% need to throw an iPad because you made a mistake. 00:40:24.470 --> 00:40:26.360 align:middle line:90% But mistakes were OK. 00:40:26.360 --> 00:40:29.000 align:middle line:84% You just take it the opportunity to look into it 00:40:29.000 --> 00:40:31.610 align:middle line:90% and find out how to fix it. 00:40:31.610 --> 00:40:33.920 align:middle line:84% Other times, students will ask me questions 00:40:33.920 --> 00:40:37.100 align:middle line:90% and I may know the answer. 00:40:37.100 --> 00:40:38.890 align:middle line:90% But sometimes, I don't. 00:40:38.890 --> 00:40:40.910 align:middle line:84% A lot of times, I don't know the answer. 00:40:40.910 --> 00:40:44.120 align:middle line:90% And so I tell them that. 00:40:44.120 --> 00:40:47.610 align:middle line:84% I want them to see that it's OK to make mistakes. 00:40:47.610 --> 00:40:50.520 align:middle line:84% I want them to know that it's OK to ask for help. 00:40:50.520 --> 00:40:52.670 align:middle line:90% And to find out ways to fix it. 00:40:52.670 --> 00:40:55.870 align:middle line:90% I never touch their code. 00:40:55.870 --> 00:40:59.440 align:middle line:90% I never use their device. 00:40:59.440 --> 00:41:01.780 align:middle line:84% I let them know that it's OK to make mistakes, 00:41:01.780 --> 00:41:04.510 align:middle line:84% because when they make mistakes, they're able to learn. 00:41:04.510 --> 00:41:06.920 align:middle line:84% And I walk them through how to find a solution. 00:41:10.680 --> 00:41:12.580 align:middle line:84% But I would never give them the answer, 00:41:12.580 --> 00:41:14.330 align:middle line:84% because I think that that's a skill that's 00:41:14.330 --> 00:41:16.700 align:middle line:84% important for them, as they develop and they go along 00:41:16.700 --> 00:41:19.370 align:middle line:84% their own journeys to figure out how to find the answers 00:41:19.370 --> 00:41:22.280 align:middle line:84% and how to make mistakes, and to learn from them. 00:41:22.280 --> 00:41:24.380 align:middle line:84% To teach them how to develop the skills to be 00:41:24.380 --> 00:41:28.730 align:middle line:84% able to improve and to analyze and to learn, 00:41:28.730 --> 00:41:31.820 align:middle line:84% and to develop time management skills. 00:41:31.820 --> 00:41:34.340 align:middle line:84% I know in the past I've made mistakes, 00:41:34.340 --> 00:41:37.280 align:middle line:84% and then it takes three hours to go back 00:41:37.280 --> 00:41:40.340 align:middle line:90% and to fix one semicolon. 00:41:40.340 --> 00:41:43.298 align:middle line:84% But then, I know that the next time I come across 00:41:43.298 --> 00:41:44.840 align:middle line:84% that, I won't make that same mistake. 00:41:49.780 --> 00:41:51.850 align:middle line:84% Going back to the example of YouTube, 00:41:51.850 --> 00:41:56.810 align:middle line:90% or the website W3 for schools. 00:41:56.810 --> 00:42:01.940 align:middle line:84% Looking at those different types of resources and the tags, 00:42:01.940 --> 00:42:03.560 align:middle line:90% there will help them-- 00:42:03.560 --> 00:42:05.840 align:middle line:84% if I don't know the answer, I teach them 00:42:05.840 --> 00:42:10.010 align:middle line:84% how to find the answer on YouTube or W3. 00:42:10.010 --> 00:42:11.720 align:middle line:84% How to search for the information 00:42:11.720 --> 00:42:14.920 align:middle line:84% that they need to help themselves, using 00:42:14.920 --> 00:42:17.590 align:middle line:90% key words using the internet. 00:42:21.488 --> 00:42:23.030 align:middle line:84% I think that that's a really good way 00:42:23.030 --> 00:42:25.430 align:middle line:84% to help them to learn how to find the information. 00:42:30.000 --> 00:42:32.640 align:middle line:84% I can't emphasize enough how important 00:42:32.640 --> 00:42:38.110 align:middle line:84% it is to present them with small challenges. 00:42:38.110 --> 00:42:41.290 align:middle line:84% Not to just jump right into a 3 week long project, 00:42:41.290 --> 00:42:45.760 align:middle line:84% but to make baby steps and start with those smaller projects 00:42:45.760 --> 00:42:49.180 align:middle line:84% or divide bigger projects up into smaller segments. 00:42:49.180 --> 00:42:53.710 align:middle line:84% That way, they can catch those mistakes earlier and fix 00:42:53.710 --> 00:42:56.570 align:middle line:90% those mistakes piece by piece. 00:42:56.570 --> 00:42:59.290 align:middle line:84% And then, when they take each segment, 00:42:59.290 --> 00:43:01.540 align:middle line:84% they're going to end up with a better end product 00:43:01.540 --> 00:43:03.790 align:middle line:84% and it's going to decrease their frustration, 00:43:03.790 --> 00:43:05.930 align:middle line:84% and give them some pride in their work. 00:43:12.980 --> 00:43:21.750 align:middle line:84% Peer or pair projects, where two kids work together, 00:43:21.750 --> 00:43:26.210 align:middle line:84% where you have one person that is the driver 00:43:26.210 --> 00:43:27.410 align:middle line:90% and then you have-- 00:43:27.410 --> 00:43:30.680 align:middle line:84% they are the only one who's actually touching the computer. 00:43:30.680 --> 00:43:34.730 align:middle line:84% Actually inputting the code, working in the program. 00:43:34.730 --> 00:43:38.480 align:middle line:84% And then, the other person that is part of that pair 00:43:38.480 --> 00:43:40.040 align:middle line:90% is the navigator. 00:43:40.040 --> 00:43:42.410 align:middle line:90% They give them directions only. 00:43:42.410 --> 00:43:44.345 align:middle line:84% They don't actually touch the computer. 00:43:46.930 --> 00:43:50.500 align:middle line:84% Now, with deaf kids, having them pair-- 00:43:50.500 --> 00:43:52.990 align:middle line:84% having a deaf kid and a hearing kid, 00:43:52.990 --> 00:43:57.240 align:middle line:84% that can present challenges as far as communication, 00:43:57.240 --> 00:44:01.110 align:middle line:84% and how they can learn to work together. 00:44:01.110 --> 00:44:04.020 align:middle line:84% You might see them looking at each other, making faces, 00:44:04.020 --> 00:44:05.940 align:middle line:90% not knowing how to do it. 00:44:05.940 --> 00:44:10.570 align:middle line:84% That gives them an opportunity to either work it out, 00:44:10.570 --> 00:44:13.630 align:middle line:84% it lets one person actually open up the program 00:44:13.630 --> 00:44:16.400 align:middle line:90% and look at the code. 00:44:16.400 --> 00:44:19.060 align:middle line:84% And then the other person might be 00:44:19.060 --> 00:44:23.020 align:middle line:84% able to open up a Word document on another computer 00:44:23.020 --> 00:44:26.650 align:middle line:84% or their notepad and actually type in English 00:44:26.650 --> 00:44:28.360 align:middle line:90% what those instructions are. 00:44:28.360 --> 00:44:30.610 align:middle line:84% Then the driver can look over and see what 00:44:30.610 --> 00:44:33.300 align:middle line:90% the navigator is typing out. 00:44:33.300 --> 00:44:35.590 align:middle line:84% You can give them 15 to 20 minutes 00:44:35.590 --> 00:44:38.460 align:middle line:90% and then have them switch roles. 00:44:38.460 --> 00:44:41.670 align:middle line:84% Or you can open up separate tabs on the computer 00:44:41.670 --> 00:44:46.290 align:middle line:84% and then they can swap over, so that they switch roles. 00:44:46.290 --> 00:44:48.570 align:middle line:84% And the other one gets to become the driver, 00:44:48.570 --> 00:44:49.860 align:middle line:90% and the other the navigator. 00:44:49.860 --> 00:44:51.360 align:middle line:84% That way, they get that opportunity 00:44:51.360 --> 00:44:54.660 align:middle line:84% to learn communication skills, and learn 00:44:54.660 --> 00:44:57.300 align:middle line:84% how to help their partner to understand better. 00:44:57.300 --> 00:45:00.020 align:middle line:84% And it also helps them with their coding at the same time. 00:45:07.400 --> 00:45:09.380 align:middle line:84% One of the skills that they learn by doing that 00:45:09.380 --> 00:45:11.090 align:middle line:84% is learning how to work with somebody 00:45:11.090 --> 00:45:14.150 align:middle line:84% who's different than themselves, which is an important life 00:45:14.150 --> 00:45:15.840 align:middle line:90% skill. 00:45:15.840 --> 00:45:18.890 align:middle line:84% So if you have a hearing student and deaf student working 00:45:18.890 --> 00:45:21.740 align:middle line:84% together, that gives them the opportunity 00:45:21.740 --> 00:45:25.340 align:middle line:84% to see the potential of the other students. 00:45:25.340 --> 00:45:28.220 align:middle line:84% The deaf student might be brilliant, 00:45:28.220 --> 00:45:31.670 align:middle line:84% and it gives that hearing student the opportunity 00:45:31.670 --> 00:45:34.190 align:middle line:90% to see and to learn from that. 00:45:34.190 --> 00:45:35.970 align:middle line:84% Now, when you have a kid that says, 00:45:35.970 --> 00:45:36.770 align:middle line:84% I want to work with the deaf kid, 00:45:36.770 --> 00:45:38.145 align:middle line:84% I want to work with the deaf kid, 00:45:38.145 --> 00:45:39.680 align:middle line:90% I wouldn't choose that student. 00:45:39.680 --> 00:45:43.490 align:middle line:84% I would choose someone else who would 00:45:43.490 --> 00:45:46.270 align:middle line:84% be able to get that opportunity to-- 00:45:49.120 --> 00:45:52.810 align:middle line:84% I don't want someone to say this is my deaf friend 00:45:52.810 --> 00:45:54.970 align:middle line:90% and be seeking attention. 00:45:58.490 --> 00:46:02.570 align:middle line:84% So I suggest pairing a deaf student maybe 00:46:02.570 --> 00:46:05.090 align:middle line:84% with another more quiet student in your class 00:46:05.090 --> 00:46:12.490 align:middle line:84% or another student who maybe has some little meltdowns 00:46:12.490 --> 00:46:17.950 align:middle line:84% or someone who is not as motivated academically. 00:46:17.950 --> 00:46:22.140 align:middle line:84% It gives them an opportunity to learn from one another. 00:46:29.210 --> 00:46:31.930 align:middle line:84% I like to use to specific programs 00:46:31.930 --> 00:46:35.450 align:middle line:84% for teaching computer science in particular. 00:46:35.450 --> 00:46:39.100 align:middle line:84% The first one is called Code.org, 00:46:39.100 --> 00:46:41.050 align:middle line:90% and it's a free program. 00:46:41.050 --> 00:46:43.420 align:middle line:84% It's a free website for teachers, 00:46:43.420 --> 00:46:46.570 align:middle line:84% where you can register, you can set up an account, 00:46:46.570 --> 00:46:49.390 align:middle line:84% and you can register your students 00:46:49.390 --> 00:46:51.550 align:middle line:84% in your classroom, where they're able to work 00:46:51.550 --> 00:46:55.280 align:middle line:84% through that site at advancing levels. 00:46:55.280 --> 00:46:57.520 align:middle line:84% And one of the things that I like about that 00:46:57.520 --> 00:47:05.140 align:middle line:84% is that Code.org very strongly believes in meeting kids 00:47:05.140 --> 00:47:08.090 align:middle line:90% where they are. 00:47:08.090 --> 00:47:11.330 align:middle line:84% Even if you have a high school students 00:47:11.330 --> 00:47:16.100 align:middle line:84% that can create an entire website from scratch 00:47:16.100 --> 00:47:18.200 align:middle line:84% or if you have a student who has never 00:47:18.200 --> 00:47:20.930 align:middle line:84% had any experience with computer science, 00:47:20.930 --> 00:47:26.750 align:middle line:84% Code.org believes that any child can do coding. 00:47:26.750 --> 00:47:30.440 align:middle line:84% And so they meet the child where they are at, 00:47:30.440 --> 00:47:31.600 align:middle line:90% at their current level. 00:47:36.820 --> 00:47:39.630 align:middle line:84% And my first teaching experience at a high school level, 00:47:39.630 --> 00:47:43.830 align:middle line:84% those students had never taken a computer science class before. 00:47:43.830 --> 00:47:46.590 align:middle line:84% They had not done any coding at all in the past. 00:47:46.590 --> 00:47:49.620 align:middle line:90% They came in completely fresh. 00:47:49.620 --> 00:47:51.420 align:middle line:90% They use technology every day. 00:47:51.420 --> 00:47:54.360 align:middle line:84% I mean, our kids are obsessed with technology, obsessed 00:47:54.360 --> 00:47:56.130 align:middle line:84% with their iPads and their iPhones 00:47:56.130 --> 00:47:58.980 align:middle line:84% and their Facebook and their Instagram. 00:47:58.980 --> 00:48:02.850 align:middle line:84% And they use the technology, but they've never 00:48:02.850 --> 00:48:05.820 align:middle line:90% created any of those programs. 00:48:05.820 --> 00:48:07.650 align:middle line:84% So this was the opportunity to be 00:48:07.650 --> 00:48:10.950 align:middle line:84% able to teach them how to use it appropriately, to use it 00:48:10.950 --> 00:48:14.910 align:middle line:84% safely, and to develop the skills that they needed to not 00:48:14.910 --> 00:48:19.175 align:middle line:90% have to rely on their teachers. 00:48:24.440 --> 00:48:27.890 align:middle line:84% So Code.org was really nice because it met them 00:48:27.890 --> 00:48:29.390 align:middle line:90% at their level. 00:48:29.390 --> 00:48:35.740 align:middle line:84% They start out with computer science principles. 00:48:35.740 --> 00:48:38.630 align:middle line:84% And that was really quite advanced for a high school 00:48:38.630 --> 00:48:39.130 align:middle line:90% level. 00:48:39.130 --> 00:48:42.110 align:middle line:84% It didn't match the students that I was working with. 00:48:42.110 --> 00:48:45.220 align:middle line:84% And so I bumped it down to a middle school level 00:48:45.220 --> 00:48:47.290 align:middle line:90% for that particular class. 00:48:47.290 --> 00:48:50.970 align:middle line:84% And the students didn't know that. 00:48:50.970 --> 00:48:53.310 align:middle line:84% Nothing on their computer screen said 00:48:53.310 --> 00:48:57.510 align:middle line:84% this is sixth grade material, so they were-- 00:48:57.510 --> 00:48:58.710 align:middle line:90% they didn't know. 00:48:58.710 --> 00:49:00.840 align:middle line:84% They were just picking up coding. 00:49:00.840 --> 00:49:03.060 align:middle line:90% They were using HTML. 00:49:03.060 --> 00:49:04.980 align:middle line:84% They were working on their website. 00:49:04.980 --> 00:49:06.720 align:middle line:90% None the wiser. 00:49:06.720 --> 00:49:10.440 align:middle line:84% And so when they were ready to advance to the high school 00:49:10.440 --> 00:49:13.830 align:middle line:84% level, then I opened up that next level for them. 00:49:18.120 --> 00:49:20.910 align:middle line:84% For middle school, for those that 00:49:20.910 --> 00:49:23.010 align:middle line:84% are not ready for the middle school level, 00:49:23.010 --> 00:49:25.810 align:middle line:84% there's also an elementary level. 00:49:25.810 --> 00:49:28.800 align:middle line:84% So I started that group out at fourth or fifth grade. 00:49:28.800 --> 00:49:31.060 align:middle line:84% And then when you see that that's a little bit easy-- 00:49:33.580 --> 00:49:35.290 align:middle line:90% or it was a little bit easy. 00:49:35.290 --> 00:49:36.890 align:middle line:84% But one of the nice things was that it 00:49:36.890 --> 00:49:39.810 align:middle line:84% helped them to learn the terminology, 00:49:39.810 --> 00:49:41.750 align:middle line:84% and then to set them up for the next level. 00:49:45.180 --> 00:49:47.090 align:middle line:84% So if you have deaf and hard of hearing 00:49:47.090 --> 00:49:51.740 align:middle line:84% students or really any students who are falling behind 00:49:51.740 --> 00:49:56.210 align:middle line:84% in reading Code.org is a really nice program, 00:49:56.210 --> 00:49:58.910 align:middle line:84% because they don't mean to be able to have a high reading 00:49:58.910 --> 00:49:59.840 align:middle line:90% level. 00:49:59.840 --> 00:50:02.270 align:middle line:84% Most of the information is in videos 00:50:02.270 --> 00:50:07.020 align:middle line:84% and it is captioned with kid friendly captions. 00:50:07.020 --> 00:50:10.800 align:middle line:84% It's not using large words, huge vocabulary. 00:50:10.800 --> 00:50:13.380 align:middle line:84% It's using everyday language and helping them 00:50:13.380 --> 00:50:14.910 align:middle line:90% to understand what it means. 00:50:14.910 --> 00:50:20.120 align:middle line:84% It's very visual, and it shows how 00:50:20.120 --> 00:50:23.565 align:middle line:84% each of those pieces of code fit together and how they run. 00:50:23.565 --> 00:50:29.230 align:middle line:84% And it shows it in yellow when it's running, 00:50:29.230 --> 00:50:33.260 align:middle line:84% so they're able to see where it is in reading the code. 00:50:33.260 --> 00:50:36.050 align:middle line:90% So it's very visual. 00:50:36.050 --> 00:50:38.803 align:middle line:84% And then they're also able to see-- 00:50:38.803 --> 00:50:40.845 align:middle line:84% it's much easier for them to find their mistakes. 00:50:46.030 --> 00:50:47.980 align:middle line:84% The other program that I like to use 00:50:47.980 --> 00:50:52.570 align:middle line:84% is a little bit more open ended and it's from MIT. 00:50:56.440 --> 00:50:58.260 align:middle line:90% And it's called scratch.MIT.edu. 00:51:02.260 --> 00:51:09.120 align:middle line:84% And this one helps them to use basic code, 00:51:09.120 --> 00:51:15.290 align:middle line:84% but with less guidance, less step by step instruction. 00:51:15.290 --> 00:51:19.850 align:middle line:84% So it allows them to be more creative in making 00:51:19.850 --> 00:51:24.470 align:middle line:84% their own projects, which is nice some. 00:51:24.470 --> 00:51:26.810 align:middle line:84% For those who are motivated and who 00:51:26.810 --> 00:51:29.450 align:middle line:84% are willing to explore and to play around 00:51:29.450 --> 00:51:30.920 align:middle line:90% and to make mistakes. 00:51:30.920 --> 00:51:34.040 align:middle line:84% Some kids though, are not very comfortable 00:51:34.040 --> 00:51:37.970 align:middle line:84% with that type of approach, and they 00:51:37.970 --> 00:51:42.050 align:middle line:84% prefer to use Code.org because they 00:51:42.050 --> 00:51:43.730 align:middle line:84% feel like it's too much information 00:51:43.730 --> 00:51:46.520 align:middle line:84% and they don't know quite what to do with it. 00:51:46.520 --> 00:51:49.310 align:middle line:84% Whereas the Code.org is more a step by step, 00:51:49.310 --> 00:51:52.260 align:middle line:90% more guided instruction. 00:51:52.260 --> 00:51:54.780 align:middle line:84% And when you finish a particular level, 00:51:54.780 --> 00:51:56.510 align:middle line:90% you move on to the next level. 00:52:01.530 --> 00:52:06.600 align:middle line:84% Just one thought I wanted to share when looking at the MIT 00:52:06.600 --> 00:52:09.330 align:middle line:90% program or scratch.MIT. 00:52:09.330 --> 00:52:12.630 align:middle line:90% It is accessible for-- 00:52:17.170 --> 00:52:19.367 align:middle line:84% it will be more accessible for deaf 00:52:19.367 --> 00:52:20.575 align:middle line:90% and hard of hearing students. 00:52:25.130 --> 00:52:27.110 align:middle line:90% I have a contract with them-- 00:52:27.110 --> 00:52:34.450 align:middle line:84% with their team, where they are in the process of filming me 00:52:34.450 --> 00:52:38.560 align:middle line:84% give the instructions in ASL, so that a student will 00:52:38.560 --> 00:52:42.310 align:middle line:84% be able to click on certain content, 00:52:42.310 --> 00:52:45.370 align:middle line:84% and then it will pull up a video of me signing it. 00:52:50.910 --> 00:52:52.800 align:middle line:84% I'm not sure when that will be released, 00:52:52.800 --> 00:52:56.290 align:middle line:90% but it's a work in progress. 00:52:56.290 --> 00:52:59.680 align:middle line:90% And it will be coming soon. 00:52:59.680 --> 00:53:01.930 align:middle line:84% Sometime at least before I retire. 00:53:01.930 --> 00:53:03.100 align:middle line:90% I don't know when, though. 00:53:03.100 --> 00:53:04.420 align:middle line:90% [LAUGHTER] 00:53:04.420 --> 00:53:06.580 align:middle line:84% So, sometime within the next 40 years. 00:53:14.840 --> 00:53:18.620 align:middle line:84% So this is a very fun remember-- fun memory. 00:53:18.620 --> 00:53:20.270 align:middle line:84% When I taught my first class here 00:53:20.270 --> 00:53:25.580 align:middle line:84% at Indiana School for the Deaf, I 00:53:25.580 --> 00:53:27.890 align:middle line:84% was teaching a high school level class. 00:53:27.890 --> 00:53:31.190 align:middle line:84% But with that particular group of students, 00:53:31.190 --> 00:53:38.780 align:middle line:84% they did not have any or very little content-level 00:53:38.780 --> 00:53:40.020 align:middle line:90% understanding. 00:53:40.020 --> 00:53:46.890 align:middle line:84% And so, like I said, I opened up the class at a middle school 00:53:46.890 --> 00:53:51.180 align:middle line:84% level on coding.org, and they were able to pick that up. 00:53:51.180 --> 00:53:53.490 align:middle line:90% And by the end of the semester-- 00:53:53.490 --> 00:53:55.140 align:middle line:84% so halfway through that school year, 00:53:55.140 --> 00:53:57.090 align:middle line:90% they were ready to go ahead. 00:53:57.090 --> 00:54:00.930 align:middle line:84% And that group of students went to the governor's office 00:54:00.930 --> 00:54:03.750 align:middle line:84% and shared the project that they were able to make. 00:54:03.750 --> 00:54:06.090 align:middle line:84% So that was a really cool experience 00:54:06.090 --> 00:54:10.270 align:middle line:84% that I was able to do that, so I haven't failed yet. 00:54:10.270 --> 00:54:14.860 align:middle line:90% [LAUGHTER] 00:54:14.860 --> 00:54:17.140 align:middle line:84% Another class that I had was a middle school group 00:54:17.140 --> 00:54:20.710 align:middle line:84% of students who were at grade level 00:54:20.710 --> 00:54:23.050 align:middle line:84% for reading and writing, and math 00:54:23.050 --> 00:54:25.950 align:middle line:84% and didn't have any issues at all. 00:54:25.950 --> 00:54:29.560 align:middle line:84% So that was a pretty easy class to work through. 00:54:29.560 --> 00:54:32.690 align:middle line:84% And coding.org, they made great progress. 00:54:32.690 --> 00:54:33.970 align:middle line:90% We had a lot of fun. 00:54:33.970 --> 00:54:36.850 align:middle line:84% They were able to create a lot of their own projects. 00:54:36.850 --> 00:54:42.670 align:middle line:84% And I have to say, though, that one of my best classes 00:54:42.670 --> 00:54:46.570 align:middle line:84% ever was actually a life skills class at the middle school 00:54:46.570 --> 00:54:48.080 align:middle line:90% level. 00:54:48.080 --> 00:54:54.510 align:middle line:84% Now, this group of kids, some of them 00:54:54.510 --> 00:54:59.160 align:middle line:84% aren't even able to walk to the cafeteria on their own. 00:54:59.160 --> 00:55:03.980 align:middle line:84% Some are not able to go to the restroom on their own. 00:55:03.980 --> 00:55:07.330 align:middle line:84% This is a group of students that will not be going to college. 00:55:07.330 --> 00:55:10.810 align:middle line:84% They're working on independent living skills. 00:55:10.810 --> 00:55:14.830 align:middle line:84% And some of them will probably go on to live in group homes 00:55:14.830 --> 00:55:16.580 align:middle line:84% or continue to live with their parents. 00:55:16.580 --> 00:55:19.720 align:middle line:84% So this was the educational level of the students 00:55:19.720 --> 00:55:20.953 align:middle line:90% that I was working with. 00:55:20.953 --> 00:55:22.870 align:middle line:84% And so I was asked to teach a computer science 00:55:22.870 --> 00:55:28.460 align:middle line:84% class to this group of students, and I 00:55:28.460 --> 00:55:32.060 align:middle line:84% asked but my administrator said, OK, well, 00:55:32.060 --> 00:55:34.370 align:middle line:90% I guess it can't hurt. 00:55:34.370 --> 00:55:36.050 align:middle line:90% So I said, why not? 00:55:36.050 --> 00:55:39.350 align:middle line:84% I felt like they would be able to benefit. 00:55:39.350 --> 00:55:41.600 align:middle line:84% It's still good experience for them. 00:55:41.600 --> 00:55:43.310 align:middle line:90% They can learn problem solving. 00:55:43.310 --> 00:55:48.980 align:middle line:84% They can learn how to identify mistakes, to identify shapes, 00:55:48.980 --> 00:55:54.770 align:middle line:84% to learn patience, to learn how to respond to frustration 00:55:54.770 --> 00:55:58.460 align:middle line:84% better, to not totally lose it if they make a mistake 00:55:58.460 --> 00:56:00.450 align:middle line:90% or become frustrated. 00:56:00.450 --> 00:56:02.990 align:middle line:84% So when I asked to do this, my administrators 00:56:02.990 --> 00:56:04.940 align:middle line:90% went ahead and approved it. 00:56:04.940 --> 00:56:09.300 align:middle line:84% And I was amazed that they could do everything. 00:56:11.870 --> 00:56:15.620 align:middle line:84% The terminology wasn't as important. 00:56:15.620 --> 00:56:18.360 align:middle line:84% They were able to still understand the concepts, 00:56:18.360 --> 00:56:18.980 align:middle line:90% though. 00:56:18.980 --> 00:56:21.590 align:middle line:84% Because they were able to do it hands on. 00:56:21.590 --> 00:56:26.240 align:middle line:84% They actually had the skills to watch the videos 00:56:26.240 --> 00:56:29.530 align:middle line:90% and to do it on their own. 00:56:29.530 --> 00:56:35.220 align:middle line:84% One of the students was deaf and blind, and in a wheelchair. 00:56:35.220 --> 00:56:39.570 align:middle line:84% And she did much better than I expected. 00:56:39.570 --> 00:56:43.410 align:middle line:84% She actually did much better than her aid 00:56:43.410 --> 00:56:46.510 align:middle line:90% or her parents expected. 00:56:46.510 --> 00:56:51.490 align:middle line:84% And she was able to use different tools or toys 00:56:51.490 --> 00:56:56.860 align:middle line:84% from preschool with lights to look 00:56:56.860 --> 00:56:59.560 align:middle line:84% at the programming for those toys, 00:56:59.560 --> 00:57:05.170 align:middle line:84% and to navigate based on the feeling, 00:57:05.170 --> 00:57:11.050 align:middle line:84% based on the limited vision that she did have. 00:57:11.050 --> 00:57:16.390 align:middle line:84% And she did much better than anyone expected her to. 00:57:16.390 --> 00:57:20.350 align:middle line:84% Interestingly, her behavior improved, 00:57:20.350 --> 00:57:23.440 align:middle line:84% her frustration at school improved. 00:57:23.440 --> 00:57:27.980 align:middle line:84% She didn't cry or scream or anything. 00:57:27.980 --> 00:57:30.400 align:middle line:90% She did so much better. 00:57:30.400 --> 00:57:33.460 align:middle line:84% I think it was because she had some pride in herself, 00:57:33.460 --> 00:57:34.630 align:middle line:90% in the work she was doing. 00:57:39.450 --> 00:57:44.220 align:middle line:84% Now, with computer science, if you're just beginning to teach 00:57:44.220 --> 00:57:46.770 align:middle line:84% or if it's a new program that's being adopted 00:57:46.770 --> 00:57:51.300 align:middle line:84% into your school's curriculum, it can be a huge undertaking. 00:57:51.300 --> 00:57:57.000 align:middle line:84% There can be a large gap between the levels of students. 00:57:57.000 --> 00:57:58.710 align:middle line:84% You're going to have students who come 00:57:58.710 --> 00:58:00.710 align:middle line:90% in with no technology at home. 00:58:04.330 --> 00:58:07.480 align:middle line:84% You might have someone from a poor family 00:58:07.480 --> 00:58:12.130 align:middle line:84% or maybe it doesn't match with their religious beliefs 00:58:12.130 --> 00:58:16.750 align:middle line:84% or they have limited accessibility because of where 00:58:16.750 --> 00:58:17.930 align:middle line:90% they live. 00:58:17.930 --> 00:58:22.930 align:middle line:84% So for various reasons, you might have students 00:58:22.930 --> 00:58:25.120 align:middle line:90% that have little technology. 00:58:25.120 --> 00:58:26.890 align:middle line:84% And then you might have other students 00:58:26.890 --> 00:58:29.620 align:middle line:90% that spend their summer coding. 00:58:29.620 --> 00:58:34.450 align:middle line:84% So being able to meet your students where they are. 00:58:37.280 --> 00:58:42.630 align:middle line:84% You might have a huge gap in the access that your students have. 00:58:42.630 --> 00:58:45.725 align:middle line:84% And so it's really important to meet them where they are. 00:58:45.725 --> 00:58:47.600 align:middle line:84% And for those students that are a bit behind, 00:58:47.600 --> 00:58:50.790 align:middle line:84% help them to catch up with the students that are further 00:58:50.790 --> 00:58:51.290 align:middle line:90% ahead. 00:58:55.780 --> 00:59:02.020 align:middle line:84% So that means that you may need to make individual assignments, 00:59:02.020 --> 00:59:05.710 align:middle line:84% more enrichment type projects for your students 00:59:05.710 --> 00:59:09.040 align:middle line:84% that are more advanced, and then helping 00:59:09.040 --> 00:59:10.647 align:middle line:84% your students that are further behind, 00:59:10.647 --> 00:59:11.730 align:middle line:90% so that they can catch up. 00:59:19.310 --> 00:59:21.560 align:middle line:84% I can't emphasize enough how important it 00:59:21.560 --> 00:59:26.660 align:middle line:84% is for us to not assume that just because our students use 00:59:26.660 --> 00:59:30.740 align:middle line:84% technology, that they understand what it means 00:59:30.740 --> 00:59:35.330 align:middle line:84% and how to use it appropriately and safely. 00:59:35.330 --> 00:59:37.760 align:middle line:84% Especially when we think about deaf 00:59:37.760 --> 00:59:42.170 align:middle line:84% and hard of hearing students and special needs students. 00:59:42.170 --> 00:59:48.570 align:middle line:84% So many parents of children with special needs, 00:59:48.570 --> 00:59:52.500 align:middle line:84% if they are out in the community at a restaurant or a grocery 00:59:52.500 --> 00:59:55.830 align:middle line:84% store, you'll see them give their phone or their iPad 00:59:55.830 --> 00:59:58.650 align:middle line:90% to the child as a babysitter. 00:59:58.650 --> 01:00:01.560 align:middle line:84% Just to keep them quiet while they're out in public. 01:00:01.560 --> 01:00:05.160 align:middle line:84% And so the kids know how to use it, 01:00:05.160 --> 01:00:08.460 align:middle line:84% but they might not always know how to use it appropriately. 01:00:12.690 --> 01:00:15.360 align:middle line:84% Sometimes, you will see information 01:00:15.360 --> 01:00:17.540 align:middle line:84% that's not age appropriate, even if you're looking 01:00:17.540 --> 01:00:20.070 align:middle line:90% at Facebook or Instagram. 01:00:20.070 --> 01:00:23.430 align:middle line:84% So digital citizenship is an important skill 01:00:23.430 --> 01:00:25.860 align:middle line:84% that we need to be able to teach our students 01:00:25.860 --> 01:00:30.660 align:middle line:84% and learning how to use the internet safely. 01:00:30.660 --> 01:00:34.290 align:middle line:84% And also to be able to block inappropriate material 01:00:34.290 --> 01:00:34.800 align:middle line:90% for them. 01:00:39.890 --> 01:00:43.310 align:middle line:84% Our kids now in middle school and high school, 01:00:43.310 --> 01:00:47.930 align:middle line:90% they're pretty much online 24/7. 01:00:47.930 --> 01:00:49.190 align:middle line:90% Especially now. 01:00:49.190 --> 01:00:52.130 align:middle line:90% Everyone's using Zoom. 01:00:52.130 --> 01:00:54.762 align:middle line:84% They turn it off after class and then they grab their phone 01:00:54.762 --> 01:00:55.970 align:middle line:90% and they're texting somebody. 01:00:55.970 --> 01:00:58.880 align:middle line:84% And then they put that down and then they're 01:00:58.880 --> 01:01:01.850 align:middle line:84% watching YouTube videos while they're laying in bed. 01:01:01.850 --> 01:01:05.330 align:middle line:84% And there's something going day and night 01:01:05.330 --> 01:01:07.340 align:middle line:90% for most of our students. 01:01:07.340 --> 01:01:11.850 align:middle line:84% And sometimes they're not always using it appropriately. 01:01:11.850 --> 01:01:15.380 align:middle line:84% Also, it's important to know that anything 01:01:15.380 --> 01:01:20.670 align:middle line:84% that they post on the internet stays there forever. 01:01:20.670 --> 01:01:22.950 align:middle line:90% It's a digital footprint. 01:01:22.950 --> 01:01:24.860 align:middle line:84% So we want to help them to understand 01:01:24.860 --> 01:01:28.430 align:middle line:84% that even if you delete it and someone can't see it, 01:01:28.430 --> 01:01:31.460 align:middle line:84% it doesn't mean that no one can see it. 01:01:31.460 --> 01:01:37.760 align:middle line:84% It might come up later when you apply for a job or when-- 01:01:37.760 --> 01:01:41.720 align:middle line:84% and you could even lose your job for some inappropriate material 01:01:41.720 --> 01:01:44.290 align:middle line:84% that was posted several years ago. 01:01:48.520 --> 01:01:50.890 align:middle line:84% You hear it all the time about a CEO 01:01:50.890 --> 01:01:54.070 align:middle line:84% that gets fired because of a comment that was discriminatory 01:01:54.070 --> 01:01:56.440 align:middle line:84% that they posted 10 or 15 years ago, 01:01:56.440 --> 01:01:59.690 align:middle line:90% or an inappropriate picture. 01:01:59.690 --> 01:02:02.930 align:middle line:84% And then they lose everything that they've worked for, 01:02:02.930 --> 01:02:05.270 align:middle line:90% all of their accomplishments. 01:02:05.270 --> 01:02:12.370 align:middle line:84% They lose their income and everything from a single post 01:02:12.370 --> 01:02:17.210 align:middle line:84% that they may have made when they were young and dumb. 01:02:17.210 --> 01:02:19.820 align:middle line:84% So keeping in mind that we need to teach 01:02:19.820 --> 01:02:23.810 align:middle line:84% our kids that these CEOs are losing their jobs for something 01:02:23.810 --> 01:02:25.580 align:middle line:90% they posted when they were 20. 01:02:25.580 --> 01:02:28.790 align:middle line:84% So it's really important for us to stress to our students 01:02:28.790 --> 01:02:32.180 align:middle line:84% that are in their teens about how important it 01:02:32.180 --> 01:02:39.250 align:middle line:84% is to be careful about what they are posting 01:02:39.250 --> 01:02:42.040 align:middle line:84% and how to use the internet safely, 01:02:42.040 --> 01:02:45.445 align:middle line:84% and to make sure that they have good results for the future. 01:02:52.190 --> 01:02:54.340 align:middle line:90% So now, I like to show this. 01:02:54.340 --> 01:02:59.490 align:middle line:84% I call it the state of the states. 01:02:59.490 --> 01:03:01.600 align:middle line:90% So, our current level. 01:03:01.600 --> 01:03:04.380 align:middle line:84% RICHARD LADNER: So, Beth, just a moment. 01:03:04.380 --> 01:03:07.490 align:middle line:90% I put the link in the chat. 01:03:07.490 --> 01:03:10.630 align:middle line:84% And so people can open that up if they like. 01:03:10.630 --> 01:03:14.170 align:middle line:84% And I think we're not going to go off and do the activity 01:03:14.170 --> 01:03:18.430 align:middle line:84% on the next slide, but just go ahead and do your demonstration 01:03:18.430 --> 01:03:19.210 align:middle line:90% on this website. 01:03:24.050 --> 01:03:25.950 align:middle line:90% INTERPRETER: OK, great. 01:03:25.950 --> 01:03:27.290 align:middle line:90% So I'll show you my state. 01:03:27.290 --> 01:03:29.510 align:middle line:84% But if you're curious, you can take a look 01:03:29.510 --> 01:03:34.130 align:middle line:84% at this website to see how your state is doing from the link 01:03:34.130 --> 01:03:35.885 align:middle line:84% that Richard typed into the chat. 01:03:39.467 --> 01:03:41.050 align:middle line:84% And you could probably Google it, too. 01:03:41.050 --> 01:03:42.550 align:middle line:90% It's not hard to find. 01:03:42.550 --> 01:03:44.610 align:middle line:90% It's code.org/promote/in. 01:03:52.950 --> 01:03:55.890 align:middle line:84% So it will show you what each state is 01:03:55.890 --> 01:04:00.980 align:middle line:84% doing for computer science standards, as well 01:04:00.980 --> 01:04:04.220 align:middle line:84% as requirements in education, what's 01:04:04.220 --> 01:04:07.310 align:middle line:84% offered as far as computer science in each state, 01:04:07.310 --> 01:04:11.000 align:middle line:84% and what percentage of students are using computer science 01:04:11.000 --> 01:04:13.010 align:middle line:90% as part of their IEP-- 01:04:13.010 --> 01:04:15.520 align:middle line:84% or their individualized education plan. 01:04:25.150 --> 01:04:29.800 align:middle line:84% On the top, you'll see IN general computer science 01:04:29.800 --> 01:04:33.760 align:middle line:90% education statistics. 01:04:33.760 --> 01:04:40.010 align:middle line:84% And then as you scroll down, you'll see a map. 01:04:43.500 --> 01:04:45.475 align:middle line:84% And then you can choose whichever states. 01:04:49.660 --> 01:04:53.080 align:middle line:84% So I chose Indiana, because that's where I'm from. 01:04:53.080 --> 01:04:58.390 align:middle line:84% So you can see that there are over 4,000 open jobs 01:04:58.390 --> 01:05:01.340 align:middle line:90% in the computer science field. 01:05:01.340 --> 01:05:04.167 align:middle line:84% That's a lot of jobs for today's economy. 01:05:10.020 --> 01:05:17.630 align:middle line:84% It shows their starting salary as well, as $77,000. 01:05:17.630 --> 01:05:21.410 align:middle line:84% And then it also shows that 72% of public high schools 01:05:21.410 --> 01:05:24.260 align:middle line:90% offer computer science classes. 01:05:24.260 --> 01:05:27.420 align:middle line:84% Now, this doesn't tell us how many students are taking them. 01:05:27.420 --> 01:05:32.370 align:middle line:84% But it does show us that 72% offer. 01:05:32.370 --> 01:05:38.700 align:middle line:84% And then the next number shows graduates in computer science-- 01:05:38.700 --> 01:05:44.790 align:middle line:90% 2,347. 01:05:44.790 --> 01:05:48.710 align:middle line:84% So that's about half of the available jobs. 01:05:48.710 --> 01:05:52.040 align:middle line:84% So we see that there are 4,000 and some vacancies, 01:05:52.040 --> 01:05:57.090 align:middle line:84% and only 2,000 graduating in those particular fields. 01:05:57.090 --> 01:06:02.537 align:middle line:84% So we see an opportunity to be able to invest in our students, 01:06:02.537 --> 01:06:04.745 align:middle line:84% and our teachers to be able to provide that training. 01:06:07.360 --> 01:06:10.925 align:middle line:84% We do require computer science for all of our high school 01:06:10.925 --> 01:06:11.425 align:middle line:90% students. 01:06:15.000 --> 01:06:18.950 align:middle line:84% Not all of them take it, but we do offer it. 01:06:21.990 --> 01:06:27.820 align:middle line:84% And then the K-12 standards, you can click on this, 01:06:27.820 --> 01:06:31.400 align:middle line:84% and it will show you the standards for the state 01:06:31.400 --> 01:06:34.600 align:middle line:90% for each of those grade levels. 01:06:34.600 --> 01:06:36.295 align:middle line:90% And then the AP stats. 01:06:41.040 --> 01:06:44.760 align:middle line:84% You can see in some states that it's incredible. 01:06:44.760 --> 01:06:46.120 align:middle line:90% Like New York, for example. 01:06:46.120 --> 01:06:52.380 align:middle line:84% 20,000 available computing jobs, and only 6,000 graduates. 01:06:52.380 --> 01:06:56.400 align:middle line:84% And only 48% of the schools teaching it. 01:06:56.400 --> 01:07:00.030 align:middle line:90% Those aren't good statistics. 01:07:00.030 --> 01:07:02.580 align:middle line:90% Or for example, Alaska. 01:07:02.580 --> 01:07:03.690 align:middle line:90% They're doing pretty well. 01:07:08.040 --> 01:07:10.020 align:middle line:90% Washington state, not bad. 01:07:15.290 --> 01:07:17.655 align:middle line:84% So as you can see some states do better than others. 01:07:23.400 --> 01:07:26.450 align:middle line:84% So if you're curious about your own home states 01:07:26.450 --> 01:07:30.230 align:middle line:84% or whatever your favorite college football 01:07:30.230 --> 01:07:31.640 align:middle line:84% team is, if you want to check out 01:07:31.640 --> 01:07:33.932 align:middle line:84% what the stats are in their state, you can take a look. 01:07:51.870 --> 01:07:55.350 align:middle line:84% So it's really important to take a look 01:07:55.350 --> 01:08:02.010 align:middle line:84% at the situation as a whole, to look at all of your students. 01:08:02.010 --> 01:08:04.680 align:middle line:84% Not providing these computer science classes just 01:08:04.680 --> 01:08:10.080 align:middle line:84% for your college bound classes, and for those that 01:08:10.080 --> 01:08:12.030 align:middle line:84% are looking for additional electives 01:08:12.030 --> 01:08:13.690 align:middle line:90% to fill out their schedule. 01:08:13.690 --> 01:08:17.520 align:middle line:84% But all of your students can take computer science classes, 01:08:17.520 --> 01:08:21.420 align:middle line:84% regardless of their needs, regardless of their language 01:08:21.420 --> 01:08:22.920 align:middle line:90% or their disability. 01:08:22.920 --> 01:08:24.180 align:middle line:90% They can all do it. 01:08:29.520 --> 01:08:31.170 align:middle line:90% We'll skip the activity. 01:08:31.170 --> 01:08:33.750 align:middle line:84% I just want to emphasize how you can help your deaf 01:08:33.750 --> 01:08:37.279 align:middle line:90% and hard of hearing students. 01:08:37.279 --> 01:08:41.330 align:middle line:90% Be sure to read their IEP. 01:08:41.330 --> 01:08:43.910 align:middle line:84% As their teacher, it's really important 01:08:43.910 --> 01:08:48.390 align:middle line:84% to request access, so that what their individual needs are, 01:08:48.390 --> 01:08:50.479 align:middle line:84% what their accommodations are, so that you 01:08:50.479 --> 01:08:53.714 align:middle line:84% can meet those educational needs and to help them to improve 01:08:53.714 --> 01:08:54.589 align:middle line:90% and learn their best. 01:08:58.340 --> 01:08:59.779 align:middle line:90% Include them. 01:08:59.779 --> 01:09:01.750 align:middle line:90% Inclusion is so important. 01:09:01.750 --> 01:09:04.939 align:middle line:84% One thing that I've noticed in public school settings 01:09:04.939 --> 01:09:12.390 align:middle line:84% is, let's say, you have a deaf student in a math class 01:09:12.390 --> 01:09:16.620 align:middle line:84% and a social studies and English, they 01:09:16.620 --> 01:09:21.420 align:middle line:84% get pulled out for elective classes or, for example, 01:09:21.420 --> 01:09:23.550 align:middle line:90% foreign language-- 01:09:23.550 --> 01:09:25.740 align:middle line:84% they get pulled out for computer science. 01:09:25.740 --> 01:09:31.350 align:middle line:84% If you see that happening in your school, please, step in. 01:09:31.350 --> 01:09:32.939 align:middle line:84% Make sure you're providing the support 01:09:32.939 --> 01:09:34.140 align:middle line:90% that those students need. 01:09:37.960 --> 01:09:42.550 align:middle line:84% Another thing that you can do is if you have a presentation, 01:09:42.550 --> 01:09:47.170 align:middle line:84% Google Slides will provide auto captions. 01:09:47.170 --> 01:09:49.890 align:middle line:84% So if you turn your mic on the computer, 01:09:49.890 --> 01:09:52.170 align:middle line:90% it will turn on auto captions. 01:09:52.170 --> 01:09:54.330 align:middle line:90% And they're not too bad. 01:09:54.330 --> 01:09:56.010 align:middle line:90% They're not perfect. 01:09:56.010 --> 01:09:59.670 align:middle line:84% If you get too far away, it won't pick up correctly 01:09:59.670 --> 01:10:04.770 align:middle line:84% or if you have an accident, it might not always pick it up. 01:10:04.770 --> 01:10:05.650 align:middle line:90% But it is helpful. 01:10:09.970 --> 01:10:12.880 align:middle line:84% If you do have interpreters in your classroom, 01:10:12.880 --> 01:10:15.760 align:middle line:84% please provide them with prep materials in advance. 01:10:15.760 --> 01:10:17.740 align:middle line:90% Give them a heads up. 01:10:17.740 --> 01:10:20.960 align:middle line:84% If you can give them two or three days ahead of time, 01:10:20.960 --> 01:10:23.560 align:middle line:84% let them know what the topic is, what you'll be discussing 01:10:23.560 --> 01:10:28.728 align:middle line:84% or what the activities will be, any important terminology. 01:10:28.728 --> 01:10:30.520 align:middle line:84% That way, they can make sure to be prepared 01:10:30.520 --> 01:10:32.290 align:middle line:90% to have appropriate signs. 01:10:32.290 --> 01:10:35.380 align:middle line:84% Because there's nothing worse than being a deaf student 01:10:35.380 --> 01:10:37.360 align:middle line:84% and watching an interpreter try to figure out 01:10:37.360 --> 01:10:40.000 align:middle line:84% the concept on the fly, or having 01:10:40.000 --> 01:10:42.430 align:middle line:84% them to spell out every single word because they're not 01:10:42.430 --> 01:10:43.555 align:middle line:90% familiar with the material. 01:10:46.600 --> 01:10:50.035 align:middle line:84% If an interpreter just gets the information right then 01:10:50.035 --> 01:10:51.580 align:middle line:84% in the lesson, it's going to be very 01:10:51.580 --> 01:10:56.940 align:middle line:84% difficult to be able to process that information. 01:10:56.940 --> 01:10:58.800 align:middle line:84% Also, another thing that is helpful. 01:10:58.800 --> 01:11:01.350 align:middle line:84% If you're writing on the board, please 01:11:01.350 --> 01:11:06.970 align:middle line:84% do not talk and write at the same time 01:11:06.970 --> 01:11:09.490 align:middle line:84% because it makes it difficult for the students 01:11:09.490 --> 01:11:11.690 align:middle line:90% to catch all of the information. 01:11:11.690 --> 01:11:15.280 align:middle line:84% And it's not just for the deaf and hard of hearing students. 01:11:15.280 --> 01:11:17.550 align:middle line:84% It's really beneficial to all of your students. 01:11:17.550 --> 01:11:19.300 align:middle line:84% And also, if you think about it, while you 01:11:19.300 --> 01:11:20.675 align:middle line:84% have your back to the class, they 01:11:20.675 --> 01:11:22.610 align:middle line:84% can be talking to one another or texting. 01:11:22.610 --> 01:11:24.040 align:middle line:90% So it's beneficial to you, too. 01:11:29.880 --> 01:11:35.230 align:middle line:84% If you think about when you turn around and look at the board 01:11:35.230 --> 01:11:37.690 align:middle line:84% and you're writing notes, the hearing students 01:11:37.690 --> 01:11:40.780 align:middle line:84% are able to look away and still have access. 01:11:40.780 --> 01:11:42.630 align:middle line:84% However, the Deaf students are not. 01:11:42.630 --> 01:11:45.130 align:middle line:84% And you want to make sure that you're providing equal access 01:11:45.130 --> 01:11:46.240 align:middle line:90% to all of your students. 01:11:49.140 --> 01:11:50.390 align:middle line:90% BETH KIMBALL: Ready to switch? 01:12:06.790 --> 01:12:10.990 align:middle line:84% So your deaf students need visual supports, 01:12:10.990 --> 01:12:14.980 align:middle line:90% visual representations. 01:12:14.980 --> 01:12:20.760 align:middle line:84% In English, one word can have a whole host of different signs 01:12:20.760 --> 01:12:21.720 align:middle line:90% that can be used. 01:12:21.720 --> 01:12:24.060 align:middle line:90% And likewise, in ASL. 01:12:24.060 --> 01:12:27.720 align:middle line:84% A sign can go to a variety of English words. 01:12:27.720 --> 01:12:30.210 align:middle line:84% So it's important to provide visuals 01:12:30.210 --> 01:12:35.460 align:middle line:84% to help the students connect that word with the word that 01:12:35.460 --> 01:12:36.180 align:middle line:90% should be used. 01:12:36.180 --> 01:12:38.490 align:middle line:84% And it helps the interpreter choose to the correct sign 01:12:38.490 --> 01:12:39.000 align:middle line:90% as well. 01:12:43.720 --> 01:12:47.050 align:middle line:84% It's helpful to use anchor charts, such as those 01:12:47.050 --> 01:12:49.060 align:middle line:90% that I have posted behind me. 01:12:49.060 --> 01:12:50.950 align:middle line:84% That's beneficial to all students. 01:12:53.810 --> 01:12:57.890 align:middle line:84% They can get the information on the presentation, 01:12:57.890 --> 01:13:00.590 align:middle line:84% they can look down at their notes. 01:13:00.590 --> 01:13:04.220 align:middle line:84% They can look back up and still refer and stay right on track 01:13:04.220 --> 01:13:05.557 align:middle line:90% with the information. 01:13:10.030 --> 01:13:14.030 align:middle line:84% Of course, once the pandemic has ended, 01:13:14.030 --> 01:13:17.770 align:middle line:84% we'll be able to go back to having circular or U shaped 01:13:17.770 --> 01:13:18.730 align:middle line:90% seating. 01:13:18.730 --> 01:13:20.900 align:middle line:84% That's the best scenario for deaf students, 01:13:20.900 --> 01:13:22.450 align:middle line:84% so that they can have a visual sight 01:13:22.450 --> 01:13:24.740 align:middle line:90% line on all of the students. 01:13:24.740 --> 01:13:27.220 align:middle line:84% It allows them to follow who the speaker is. 01:13:30.550 --> 01:13:35.440 align:middle line:84% Captioning should be provided on all videos. 01:13:35.440 --> 01:13:37.390 align:middle line:90% That's extremely helpful. 01:13:37.390 --> 01:13:42.760 align:middle line:84% If you take advantage of Teacher Pay Teacher videos, 01:13:42.760 --> 01:13:44.800 align:middle line:90% those are not captioned. 01:13:44.800 --> 01:13:47.330 align:middle line:90% Then they are not useful. 01:13:47.330 --> 01:13:50.560 align:middle line:84% It is not fair to expect an interpreter 01:13:50.560 --> 01:13:54.160 align:middle line:84% to interpret all the information that's provided in a video. 01:13:54.160 --> 01:13:56.180 align:middle line:90% It's just not best practice. 01:13:56.180 --> 01:13:58.480 align:middle line:84% So you want to find accessible materials. 01:14:02.030 --> 01:14:07.050 align:middle line:84% Most importantly, all Deaf students need time. 01:14:09.830 --> 01:14:13.070 align:middle line:84% Kids that can hear have the opportunity to look down, 01:14:13.070 --> 01:14:17.125 align:middle line:84% continue to listen while looking at their paper 01:14:17.125 --> 01:14:19.240 align:middle line:90% or referring to something else. 01:14:19.240 --> 01:14:23.500 align:middle line:84% Look at a, click on b, referring to their computer 01:14:23.500 --> 01:14:24.990 align:middle line:90% and listening at the same time. 01:14:24.990 --> 01:14:29.890 align:middle line:84% That student cannot look at their computer and listen 01:14:29.890 --> 01:14:33.250 align:middle line:84% to instruction at the same time, because they need that visual 01:14:33.250 --> 01:14:34.300 align:middle line:90% sight line. 01:14:34.300 --> 01:14:36.820 align:middle line:84% So give the example, take a pause, 01:14:36.820 --> 01:14:39.160 align:middle line:84% let the students follow that step. 01:14:39.160 --> 01:14:41.920 align:middle line:84% Then, give another example, take a pause, 01:14:41.920 --> 01:14:43.660 align:middle line:84% let the students follow the next step. 01:14:43.660 --> 01:14:45.040 align:middle line:90% And continue in that manner. 01:14:52.000 --> 01:14:53.890 align:middle line:84% And that allows you, as the teacher, 01:14:53.890 --> 01:14:57.520 align:middle line:90% to catch their mistakes as well. 01:14:57.520 --> 01:15:02.710 align:middle line:84% Often, when we just plow ahead, even the other students 01:15:02.710 --> 01:15:03.610 align:middle line:90% will make mistakes. 01:15:03.610 --> 01:15:05.890 align:middle line:84% And they're glad if you keep plowing forward, 01:15:05.890 --> 01:15:07.330 align:middle line:90% because you won't see that. 01:15:07.330 --> 01:15:11.120 align:middle line:84% But those pauses allow time to catch those mistakes as well. 01:15:14.990 --> 01:15:17.835 align:middle line:90% As we wrap up, Richard? 01:15:17.835 --> 01:15:18.710 align:middle line:90% RICHARD LADNER: Yeah. 01:15:18.710 --> 01:15:21.680 align:middle line:84% Thank you, Beth, that was fantastic. 01:15:21.680 --> 01:15:25.160 align:middle line:84% And there's so many things to learn 01:15:25.160 --> 01:15:28.430 align:middle line:84% about dealing with Deaf kids, especially 01:15:28.430 --> 01:15:31.130 align:middle line:84% in the mainstream when they're isolated. 01:15:31.130 --> 01:15:32.930 align:middle line:84% If people have questions, can they just 01:15:32.930 --> 01:15:34.370 align:middle line:90% put them into the chat? 01:15:34.370 --> 01:15:38.930 align:middle line:84% And Brianna is sort of monitoring that. 01:15:38.930 --> 01:15:41.630 align:middle line:84% One thing that Beth was talking about earlier 01:15:41.630 --> 01:15:44.780 align:middle line:84% was looking at your state and how your state is doing 01:15:44.780 --> 01:15:46.850 align:middle line:90% in terms of computer science. 01:15:46.850 --> 01:15:49.320 align:middle line:90% And so I put in-- 01:15:49.320 --> 01:15:52.610 align:middle line:84% there's an organization here called the Code.org Advocacy 01:15:52.610 --> 01:15:57.320 align:middle line:84% Coalition, and AccessCSforAll is part of that coalition. 01:15:57.320 --> 01:16:00.770 align:middle line:84% And so that's a good place to sort of monitor and see 01:16:00.770 --> 01:16:02.600 align:middle line:84% how not just your state is doing, 01:16:02.600 --> 01:16:04.320 align:middle line:90% but how the nation is doing. 01:16:04.320 --> 01:16:08.000 align:middle line:84% And if you really want to get engaged, you can. 01:16:08.000 --> 01:16:10.700 align:middle line:84% Find out who in your state is part 01:16:10.700 --> 01:16:15.200 align:middle line:90% of this Advocacy Coalition. 01:16:15.200 --> 01:16:21.160 align:middle line:84% So, Beth-- so people are starting 01:16:21.160 --> 01:16:24.310 align:middle line:90% to put the comments in. 01:16:24.310 --> 01:16:25.810 align:middle line:90% So one thing that-- 01:16:25.810 --> 01:16:30.040 align:middle line:84% well, we had a workshop two summers ago-- 01:16:30.040 --> 01:16:32.140 align:middle line:84% I keep forgetting about the pandemic-- two summers 01:16:32.140 --> 01:16:35.660 align:middle line:84% ago with teachers of deaf and hard of hearing, 01:16:35.660 --> 01:16:37.630 align:middle line:84% and you were part of that, actually. 01:16:37.630 --> 01:16:40.510 align:middle line:84% And when we wrote a paper about that afterwards, 01:16:40.510 --> 01:16:45.370 align:middle line:84% we learned that there are people that kind of make a similarity 01:16:45.370 --> 01:16:47.890 align:middle line:84% or compare or see the similarities 01:16:47.890 --> 01:16:51.800 align:middle line:84% between English language learners and Deaf students. 01:16:51.800 --> 01:16:53.950 align:middle line:84% So I wonder if you had some comments 01:16:53.950 --> 01:16:56.150 align:middle line:90% on comparing those two groups. 01:16:56.150 --> 01:16:58.060 align:middle line:84% What are the similarities and perhaps 01:16:58.060 --> 01:16:59.451 align:middle line:90% what are the differences? 01:17:05.840 --> 01:17:09.810 align:middle line:84% BETH KIMBALL: Well, they are similar in that they're 01:17:09.810 --> 01:17:11.980 align:middle line:90% both beginning. 01:17:11.980 --> 01:17:13.750 align:middle line:84% If you have a Deaf student that's 01:17:13.750 --> 01:17:16.070 align:middle line:84% new to coding and a new English student, 01:17:16.070 --> 01:17:19.280 align:middle line:84% I would say they are similar enough. 01:17:19.280 --> 01:17:24.920 align:middle line:84% However, the difference between ESL students 01:17:24.920 --> 01:17:27.290 align:middle line:84% is that they will oftentimes catch up. 01:17:27.290 --> 01:17:30.050 align:middle line:84% And a deaf student is never going 01:17:30.050 --> 01:17:35.310 align:middle line:84% to become hearing and never learn English perfectly. 01:17:35.310 --> 01:17:37.490 align:middle line:84% So it's not a perfect comparison. 01:17:37.490 --> 01:17:43.030 align:middle line:84% However, they are learning English 01:17:43.030 --> 01:17:46.360 align:middle line:90% as their second language. 01:17:46.360 --> 01:17:50.710 align:middle line:84% Though, English is, for an ESL student, 01:17:50.710 --> 01:17:54.560 align:middle line:84% their second, third, or fourth language, potentially. 01:17:54.560 --> 01:17:57.890 align:middle line:90% And they can acquire that. 01:17:57.890 --> 01:18:02.943 align:middle line:84% But a deaf student may never be completely fluent in English, 01:18:02.943 --> 01:18:03.860 align:middle line:90% RICHARD LADNER: Right. 01:18:03.860 --> 01:18:08.150 align:middle line:84% Yeah, that's sort of what we read as well in the literature 01:18:08.150 --> 01:18:09.320 align:middle line:90% that we read about that. 01:18:09.320 --> 01:18:11.930 align:middle line:84% The comparison is somewhat of the same, 01:18:11.930 --> 01:18:15.840 align:middle line:84% but there are these big differences. 01:18:15.840 --> 01:18:18.253 align:middle line:90% So-- go ahead, Brianna. 01:18:18.253 --> 01:18:19.670 align:middle line:84% BRIANNA BLASER: There's a question 01:18:19.670 --> 01:18:22.940 align:middle line:84% in the chat about if you have any experience with Project 01:18:22.940 --> 01:18:25.018 align:middle line:90% Lead The Way. 01:18:25.018 --> 01:18:26.560 align:middle line:84% RICHARD LADNER: Project Lead the Way. 01:18:29.710 --> 01:18:31.990 align:middle line:84% BETH KIMBALL: Oh, personally, our school 01:18:31.990 --> 01:18:38.140 align:middle line:84% is not big enough to be able to afford Project Lead The Way. 01:18:38.140 --> 01:18:42.340 align:middle line:84% It's about $6,000 per start up, but I 01:18:42.340 --> 01:18:46.300 align:middle line:90% do know they do good work. 01:18:46.300 --> 01:18:50.050 align:middle line:84% And it's definitely worth it, if your school is already 01:18:50.050 --> 01:18:53.680 align:middle line:84% involved in their program from other classes. 01:18:53.680 --> 01:18:55.470 align:middle line:84% You definitely should check it out. 01:19:03.310 --> 01:19:08.590 align:middle line:84% As for accessible materials through that, they are trying, 01:19:08.590 --> 01:19:10.920 align:middle line:90% let's just put it that way. 01:19:10.920 --> 01:19:14.520 align:middle line:84% They don't have a Deaf person on staff, 01:19:14.520 --> 01:19:18.855 align:middle line:84% and they do not have an accessibility director. 01:19:21.520 --> 01:19:24.910 align:middle line:84% So they don't currently have modifications 01:19:24.910 --> 01:19:26.620 align:middle line:90% for a lot of their materials. 01:19:26.620 --> 01:19:29.750 align:middle line:84% So if any of you have Deaf students who 01:19:29.750 --> 01:19:32.470 align:middle line:84% are working at grade level, I think 01:19:32.470 --> 01:19:34.150 align:middle line:84% it's a good fit for those materials. 01:19:34.150 --> 01:19:37.150 align:middle line:84% But if you have students who are working below grade level 01:19:37.150 --> 01:19:41.400 align:middle line:84% or have delays, you will have to modify everything yourself. 01:19:47.562 --> 01:19:49.020 align:middle line:84% RICHARD LADNER: So, Beth, one thing 01:19:49.020 --> 01:19:54.090 align:middle line:84% I've learned in the last few years is that most special ed 01:19:54.090 --> 01:19:56.850 align:middle line:84% programs that I'm aware of in the nation, 01:19:56.850 --> 01:20:03.750 align:middle line:84% really don't seem to teach much about teaching deaf kids. 01:20:03.750 --> 01:20:08.460 align:middle line:84% So where do-- special ed doesn't do much. 01:20:08.460 --> 01:20:11.550 align:middle line:84% Where did you learn and how did-- 01:20:11.550 --> 01:20:13.710 align:middle line:84% where do other teachers like yourself 01:20:13.710 --> 01:20:18.180 align:middle line:84% learn to teach Deaf kids that wasn't special ed programs? 01:20:25.860 --> 01:20:28.320 align:middle line:84% BETH KIMBALL: Well, again, you do 01:20:28.320 --> 01:20:31.620 align:middle line:84% have to recall that each kid is different. 01:20:31.620 --> 01:20:34.030 align:middle line:84% And you do have to accommodate for their needs. 01:20:34.030 --> 01:20:38.130 align:middle line:84% But what helps initially, is to-- 01:20:38.130 --> 01:20:42.240 align:middle line:84% when you meet the Deaf person, or just to meet Deaf people 01:20:42.240 --> 01:20:44.880 align:middle line:84% in general-- get involved in Deaf events-- 01:20:44.880 --> 01:20:48.150 align:middle line:84% Deaf community events, interact with the community, 01:20:48.150 --> 01:20:49.497 align:middle line:90% take an ASL class. 01:20:49.497 --> 01:20:51.330 align:middle line:84% Those are some little things that will help. 01:20:54.740 --> 01:21:00.000 align:middle line:84% Deaf adults are kids that grew up in these programs, 01:21:00.000 --> 01:21:03.730 align:middle line:84% and so they have these experiences. 01:21:03.730 --> 01:21:09.260 align:middle line:84% I grew up hearing and became deaf later in life. 01:21:09.260 --> 01:21:13.450 align:middle line:84% So I was interested in becoming a teacher, 01:21:13.450 --> 01:21:15.070 align:middle line:90% but long before I was Deaf. 01:21:15.070 --> 01:21:20.410 align:middle line:84% Once I became deaf, I did go to Rochester Institute 01:21:20.410 --> 01:21:21.220 align:middle line:90% of Technology-- 01:21:21.220 --> 01:21:22.780 align:middle line:90% RIT. 01:21:22.780 --> 01:21:28.240 align:middle line:84% And I took a Deaf education master's program there. 01:21:28.240 --> 01:21:31.150 align:middle line:84% And there are a few of those programs out there 01:21:31.150 --> 01:21:35.700 align:middle line:84% that specialize in Deaf education. 01:21:35.700 --> 01:21:38.520 align:middle line:84% But special ed is taught in all schools, 01:21:38.520 --> 01:21:41.760 align:middle line:84% and it may include a piece of Deaf education. 01:21:41.760 --> 01:21:45.870 align:middle line:84% But having that true Deaf education approach 01:21:45.870 --> 01:21:49.080 align:middle line:84% includes the language and the culture, which is quite a bit 01:21:49.080 --> 01:21:49.830 align:middle line:90% different. 01:21:49.830 --> 01:21:50.970 align:middle line:90% RICHARD LADNER: Right. 01:21:50.970 --> 01:21:55.110 align:middle line:84% Yeah, there are these special ed programs that 01:21:55.110 --> 01:21:57.820 align:middle line:90% specialize in Deaf education. 01:21:57.820 --> 01:21:59.650 align:middle line:84% And I know there's one in Oregon. 01:21:59.650 --> 01:22:02.560 align:middle line:84% Washington state does not have one. 01:22:02.560 --> 01:22:03.810 align:middle line:90% So they're not in every state. 01:22:13.640 --> 01:22:16.790 align:middle line:84% BETH KIMBALL: One positive aspect of COVID 01:22:16.790 --> 01:22:19.400 align:middle line:84% is that these deaf education programs 01:22:19.400 --> 01:22:21.140 align:middle line:90% are offering things online now. 01:22:21.140 --> 01:22:22.730 align:middle line:90% RICHARD LADNER: Oh, yeah. 01:22:22.730 --> 01:22:23.630 align:middle line:90% Great. 01:22:23.630 --> 01:22:28.940 align:middle line:90% Can someone who is teaching-- 01:22:28.940 --> 01:22:32.000 align:middle line:84% what would be some resources-- a mainstream teacher 01:22:32.000 --> 01:22:34.760 align:middle line:90% has one Deaf kid in their class. 01:22:34.760 --> 01:22:37.280 align:middle line:84% Are there some places where they could get resources? 01:22:37.280 --> 01:22:39.860 align:middle line:84% Where they could understand best how 01:22:39.860 --> 01:22:43.850 align:middle line:84% to serve that kid along with all the other kids as well? 01:22:51.980 --> 01:22:54.980 align:middle line:84% BETH KIMBALL: Well, they can obviously 01:22:54.980 --> 01:22:58.980 align:middle line:84% start with Google to do a search, 01:22:58.980 --> 01:23:02.310 align:middle line:84% and a whole host of things will come up. 01:23:02.310 --> 01:23:09.020 align:middle line:84% Filtering through Teachers Pay Teachers, 01:23:09.020 --> 01:23:11.570 align:middle line:90% you can click on special needs. 01:23:11.570 --> 01:23:16.910 align:middle line:84% There are Facebook groups and Instagram groups out there. 01:23:16.910 --> 01:23:20.720 align:middle line:84% Searching through the hashtag Deaf education, 01:23:20.720 --> 01:23:23.420 align:middle line:84% you'll find a whole host of resources there. 01:23:23.420 --> 01:23:25.850 align:middle line:84% Picture, stories, YouTube videos. 01:23:25.850 --> 01:23:29.850 align:middle line:84% There are fantastic resources out there. 01:23:29.850 --> 01:23:36.310 align:middle line:84% And then also looking at a local club or ASL classes. 01:23:36.310 --> 01:23:41.500 align:middle line:84% They usually will have access to some resources and some tips 01:23:41.500 --> 01:23:43.120 align:middle line:90% on places to find information. 01:23:43.120 --> 01:23:45.790 align:middle line:84% And I know they are often happy to help. 01:23:45.790 --> 01:23:49.750 align:middle line:84% Because if you remember deaf adults have experienced 01:23:49.750 --> 01:23:53.620 align:middle line:84% this as children, and oftentimes have been 01:23:53.620 --> 01:23:57.070 align:middle line:84% traumatized or have a lot of bad memories 01:23:57.070 --> 01:23:59.350 align:middle line:84% of how their educational experience went. 01:23:59.350 --> 01:24:01.450 align:middle line:84% So they're more than glad to help and provide 01:24:01.450 --> 01:24:04.183 align:middle line:84% resources that will help other deaf children 01:24:04.183 --> 01:24:04.975 align:middle line:90% in their education. 01:24:04.975 --> 01:24:06.070 align:middle line:90% RICHARD LADNER: Yeah. 01:24:06.070 --> 01:24:09.360 align:middle line:84% That's a great idea is to involve Deaf adults. 01:24:09.360 --> 01:24:11.050 align:middle line:84% Learn from deaf adults because they've 01:24:11.050 --> 01:24:13.780 align:middle line:84% had the experience of children, and they 01:24:13.780 --> 01:24:16.160 align:middle line:90% know what might work better. 01:24:16.160 --> 01:24:21.052 align:middle line:84% So getting connected with a Deaf adult is not always easy. 01:24:21.052 --> 01:24:23.510 align:middle line:84% BRIANNA BLASER: I see somebody dropped, in the chat, a link 01:24:23.510 --> 01:24:28.880 align:middle line:84% to ASL Core as a helpful resource for CS signs. 01:24:28.880 --> 01:24:31.970 align:middle line:84% Are there any other resources that you recommend 01:24:31.970 --> 01:24:35.060 align:middle line:84% folks check out to learn signs that 01:24:35.060 --> 01:24:37.930 align:middle line:90% are used in computer science? 01:24:37.930 --> 01:24:40.330 align:middle line:84% BETH KIMBALL: ASL Core is actually one of the best. 01:24:40.330 --> 01:24:43.300 align:middle line:90% RICHARD LADNER: Mm-hmm. 01:24:43.300 --> 01:24:45.190 align:middle line:90% BETH KIMBALL: There's that one. 01:24:45.190 --> 01:24:51.400 align:middle line:84% And then RIT/NTID, which is National Technical 01:24:51.400 --> 01:24:56.080 align:middle line:84% Institute for the Deaf, is one of their colleges. 01:24:56.080 --> 01:24:59.620 align:middle line:84% And they do have a STEM dictionary as well. 01:25:02.280 --> 01:25:06.970 align:middle line:84% And you can look there on their website for different signs 01:25:06.970 --> 01:25:10.300 align:middle line:84% related computer science and Sciences in general. 01:25:10.300 --> 01:25:15.230 align:middle line:84% Again, however, these signs are oftentimes new. 01:25:15.230 --> 01:25:19.480 align:middle line:84% They're not standardized yet, so they don't always 01:25:19.480 --> 01:25:21.670 align:middle line:90% fit the concept. 01:25:21.670 --> 01:25:24.820 align:middle line:90% It may be that they were-- 01:25:24.820 --> 01:25:27.490 align:middle line:84% it's a particular sign that was created by one student who 01:25:27.490 --> 01:25:28.870 align:middle line:90% took a particular class. 01:25:28.870 --> 01:25:32.115 align:middle line:84% But it's absolutely a good place to start. 01:25:32.115 --> 01:25:33.490 align:middle line:84% RICHARD LADNER: I put in the chat 01:25:33.490 --> 01:25:36.400 align:middle line:84% the ASL STEM forum, which actually, I 01:25:36.400 --> 01:25:38.260 align:middle line:90% helped develop a few years ago. 01:25:38.260 --> 01:25:41.220 align:middle line:84% And this one includes a lot of signs, I would say, 01:25:41.220 --> 01:25:44.170 align:middle line:90% at the more higher level. 01:25:44.170 --> 01:25:49.480 align:middle line:84% If you look at the RIT site or some of the other sites, 01:25:49.480 --> 01:25:53.200 align:middle line:84% they're more, I'd say, at the elementary level. 01:25:53.200 --> 01:25:55.900 align:middle line:90% And this one is-- 01:25:55.900 --> 01:25:59.140 align:middle line:84% actual users of sign language have contributed 01:25:59.140 --> 01:26:00.400 align:middle line:90% to the ASL STEM forum. 01:26:09.870 --> 01:26:11.250 align:middle line:90% BRIANNA BLASER: Well, great. 01:26:11.250 --> 01:26:13.440 align:middle line:84% We're just about at our time, Richard. 01:26:13.440 --> 01:26:15.030 align:middle line:84% RICHARD LADNER: Yeah, I noticed that. 01:26:15.030 --> 01:26:19.200 align:middle line:84% So what do we say, thank you, Beth, so much. 01:26:19.200 --> 01:26:22.560 align:middle line:84% And hopefully, everybody gain something 01:26:22.560 --> 01:26:24.820 align:middle line:90% from your presentation. 01:26:24.820 --> 01:26:27.348 align:middle line:90% Thank you, again. 01:26:27.348 --> 01:26:28.640 align:middle line:90% BETH KIMBALL: Sure, absolutely. 01:26:28.640 --> 01:26:30.750 align:middle line:90% Thank you for attending. 01:26:30.750 --> 01:26:32.865 align:middle line:90% RICHARD LADNER: Yeah. 01:26:32.865 --> 01:26:36.060 align:middle line:84% So there's a lot of chat thank yous there.