ACE-D HH Projects Reports

Association of College Educators - Deaf/Hard of Hearing (ACE-D/HH) Collaborative Effort


Participating Colleagues
  • Sarah Ammerman/UT Health Center
  • Caroline Gurdino/UNF
  • Harold Johnson/MSU
  • Blane Trautwan/UT Health Center
  • Carme Yarger/MSDB
  • [other ACE-D/HH colleagues are welcome to join...to do so, simply contact Harold Johnson "hjohnson@msu.edu"]

Essential Information:


Tasks:
  • Year 1: 4/1/2010 through 1/1/2011
    • Document what deaf education teacher preparation programs are currently doing to prepare deaf education majors to observe, understand, and respond (O.U.R.) to possible incidences of child abuse and neglect (CA/N) as experienced by children who are deaf/hard of hearing (d/hh).
    • Document existing resources that can be used to O.U.R. to possible instances of CA/N as experienced by children who are d/hh
    • Document the willingness of deaf education teacher preparation program faculty to include information and strategies re. CA/N within their programs and related questions, concerns and suggestions.
  • Year 2: 1/1/2011 through 12/31/2011
    • Use "Year 1" information to pilot the design, implementation, and evaluation of online, 'face-to-face," and hybrid (i.e., online & face-to-face") CA/N learning opportunities for deaf education majors.
  • Year 3:1/1/2012 through 12/31/2012
    • Use "Year 2" information to design, implement and evaluate the effectiveness of online, 'face-to-face," and hybrid CA/N learning opportunities for deaf education majors.


Plan of Action: Year 1:
  1. Each participating colleague select 14-15 Deaf Education Teacher Preparation Programs to contact. I would suggest that you select those programs where you know, or would like to know the faculty.
  2. List the programs you will contact under your name (see below for an example)
  3. Call/identify the faculty member who is leading the program.
    1. Note: a number of the listed programs may in fact be closed, or no longer accepting students, e.g., Michigan State University! If you find a program without a deaf ed faculty member, ask to speak to the Chair of the Department. When you talk to the Chair, try to get a sense if the program is closed, closing, or searching for a new faculty member. Please share the resulting information in your report and with Sherry Ernsberger/Project (sernsber@kent.edu).
  4. Explain to the faculty member why they are being contacted (see above "2010 ACE-D/HH Conference" presentation) and what of the contact (see above, "Tasks"),
  5. Ask the faculty member the following questions:
    1. Faculty contact information?
    2. Current number of students in the program?
    3. "How and when do you prepare your deaf education majors to observe, understand, and respond (i.e., O.U.R.) to possible instances of child abuse and neglect as experienced by children who are:a) d/hh; b) disabled; and c) not disabled?
    4. What questions, concerns, suggestions, and/or resources (e.g., curricular, instructional activities, multimedia, local/state/national leaders/organizations, etc.) do you have concerning the preparation of deaf education majors to observe, understand and respond to possible instances of CA/N as experiences by children who are d/hh?
    5. Would you be willing to incorporate, at any level, information concerning CA/N into your deaf education teacher preparation Program?
      1. If so, what support would you like to receive to implement this incorporation?
      2. If not, what are your objections to such an incorporation?
      Note: I would suggest you use this document to record the information from your interviews:
  6. Send the faculty member a thank you message, plus a copy of the recorded notes from the interaction. Ask the faculty member to note any errors in your report and if so, to let you know so that you can correct the errors. Once you have received confirmation that the recorded information is accurate, then upload the document to your list of programs (see below for an example, i.e., "Michigan State University" under "Harold Johnson)

Note: Please feel free to suggest changes in the suggested "Plan of Action" and to note ideas and insights that come to you as you do this work.




Reports:
  • Sarah Ammerman/UT Health Center
    • [start listing here]
  • Caroline Gurdino/UNF
    • University of Arizona (AZ)
    • Valdosta State University (GA)
    • Georgia State University (GA)
    • Flagler College (FL)
    • Illinois State University (IL)
    • University of New Orleans (LA)
    • CA State Northridge (CA)
    • CA State San Jose (CA)
    • UC San Diego (CA)
    • John Tracy Clinic (CA)
    • Gallaudet University (DC)
    • University of Hawai'i (HI)
    • University of Nebraska-Lincoln (NE)
    • Western Oregon University (OR)
  • Harold Johnson/MSU
    • Bloomsburg University
    • Michigan State University (MI)
    • University of Northern Colorado (CO)
    • Bloomsburg University (PA)
    • Indiana University of Pennsylvania (PA)
    • Converse College (SC)
    • University of Tulsa (OK)
    • University of Science & Arts of Oklahoma (OK)
    • University of Montevallo (AL)
    • University of Arkansas-Little Rock (AR)
    • University of Hartford (CT)
    • Idaho State University (ID)
  • Blane Trautwan/UT Health Center
    • [start listing here]
  • Carme Yarger/MSDB
    • New Mexico State University (NM)
    • National University (CA)
    • University of Minnesota (MN)
      University of Nebraska, Omaha (NE)
    • Utah State University (UT)
    • Fontebonne University (MO)
    • Eastern Kentucky University (KY)
    • University of Utah (UT)
    • University of North Dakota (ND)
    • Lamar University (TX)
    • Georgia State University (GA)