Accessible Science (ACE): A Trilingual Approach to Science Education for Deaf and Hearing Elementary Students (RDE-DEI)

无障碍科学 (ACE)：聋哑和听力正常小学生科学教育的三语方法 (RDE-DEI)

• 批准号: 0435627
• 负责人: Jean Andrews
• 金额: --
• 依托单位: Texas A&M Engineering Experiment Station
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-01 至 2006-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0435627&HistoricalAwards=false
• 关键词: Accessible; Science; ACE; Trilingual; Approach

Bilingual deaf and hearing students from non-English speaking homes have limited access in their native language to develop an interest in science. Since state competency exams are written in English, their second language, many bilingual students are left behind in passing state and national science tests. Lamar University's Chemistry department and Deaf Education Teacher Training program with the Texas School for the Deaf (TSD), the Alabama School for the Deaf (ASD), and Ruben C. Rodriguez Elementary (RR) school inEdcourt, Texas propose a project with the goal of: providing accessible science teaching and learning products, compliant with convergent technologies, to teachers and students using state-of-the-art ASL/English bilingual, bilingual/ESL and reading comprehension strategies. Project ACE will institutionalize trilingual products that promote accessibility to science education for students with disabilities (deaf) and bilingual hearing students learning English as a second language. It will disseminate trilingual products in American Sign Language (ASL), English and Spanish text and incorporate best practices in ASL/English, bilingual/ESL methodologies to a broad audience in special education, bilingual education and regular education. The main intellectual merit is the exploration of latest technology and pedagogical practices to the education of disadvantaged and disabled students at the critical stage of capturing these students for science careers. Two convergent science laboratory/classrooms at Lamar will be connected to facilities to beestablished at each of the participating institutions above. These schools enroll significant numbers of deaf and hearing ethnic minorities from socioeconomically disadvantaged homes thus the project will also assist in closing the digital divide. The schools will be linked to each other and to Lamar and contain computer based hardware and software, wireless networking, multimedia, hypermedia, virtual reality, and interactive TV. A team of university scientists, deaf education teacher-educators, bilingual specialists, graduate and undergraduate students, science teachers and media specialists will jointly develop convergent content that combines videoconferencing, conventional textbooks, and multimedia on DVD/CD formats, on-linelaboratory experiments and demonstrations locally and globally via the Internet and internet based resources. The convergent techniques emphasizes: problem-based learning, accelerated learning, visual learning, constructivism and Socratic learning. This is a unique in that it specifically addresses the English language learning needs of students by incorporating specific bilingual/ESL and reading comprehension strategies to teach science content to elementary age students using convergent classroom pedagogy (e.g. videoconferencing, CD-ROM/DVD, Internet) techniques. Broader Impact: Beyond K-8 bilingual elementary students, the project impacts doctoral, masters, and bachelor level students and teachers interested in improving science education. Bilingual/ESL and reading comprehension strategies for the teaching of science will have broad applicability to the more than 80,000 deaf and hard of hearing students and 3.2 million English-as-a-second-language hearing students in the United States. Our project will be an ininclusionl- model for deaf, special needs, and hearing bilingual students working together. Using current ASL/English bilingual, bilingual/ESL and reading comprehension methodology, project staff will develop cooperative science teaching and learning activities, trilingual science literacy lessons and glossaries in ASL, English/Spanish writing projects, mentoring activities, qualitative case studies of students' bilingual science literacy development and ASL to prepare deaf and hearing students to master the objectives setby the National Science Education Standards and the Texas Education Skills and Developmentprogram for Science. This project is aligned with the No Child Left Behind Act and the Individuals with Disabilities Education Act.

来自非英语家庭的双语聋人和听力正常的学生用母语培养科学兴趣的机会有限。由于国家能力考试是用英语，他们的第二语言，许多双语学生在通过国家和国家科学考试落后。拉马尔大学的化学系和聋人教育教师培训计划与得克萨斯州聋人学校（TSD），亚拉巴马聋人学校（ASD）和鲁本C。Rodriguez Elementary（RR）school in Edcourt，Texas提出了一个项目，其目标是：为教师和学生使用最先进的ASL/英语双语、双语/ESL和阅读理解策略，提供符合融合技术的可访问的科学教学和学习产品。ACE项目将使三种语言的产品制度化，促进残疾学生（聋人）和以英语为第二语言的双语听力学生接受科学教育。它将向特殊教育、双语教育和正规教育的广大受众传播美国手语、英语和西班牙语文本的三语产品，并将手语/英语、双语/ESL方法的最佳做法纳入其中。主要的智力价值是最新的技术和教学实践的探索，以教育弱势和残疾学生在捕捉这些学生的科学生涯的关键阶段。两个聚合科学实验室/教室在拉马尔将连接到设施beestablished在上述每个参与机构。这些学校招收了大量来自社会经济条件不利家庭的聋人和听力正常的少数民族，因此该项目也将有助于缩小数字鸿沟。这些学校将相互连接并与拉马尔相连，并包含基于计算机的硬件和软件、无线网络、多媒体、超媒体、虚拟现实和交互式电视。一个由大学科学家、聋人教育教师、双语专家、研究生和本科生、科学教师和媒体专家组成的团队将通过互联网和互联网资源，联合开发融合内容，将视频会议、传统教科书和DVD/CD格式的多媒体、在线实验室实验和本地和全球演示结合起来。收敛技术强调：基于问题的学习，加速学习，视觉学习，建构主义和苏格拉底式学习。这是一个独特的，因为它具体解决了学生的英语学习需要，结合具体的双语/ESL和阅读理解策略，使用融合课堂教学法（如视频会议，CD-ROM/DVD，互联网）技术向小学年龄的学生教授科学内容。更广泛的影响：除了K-8双语小学生，该项目影响博士，硕士和学士学位的学生和教师有兴趣提高科学教育。双语/ESL和阅读理解策略的科学教学将有广泛的适用性，超过80,000聋人和重听学生和320万英语作为第二语言听力学生在美国。我们的项目将是一个包容性的模式，为聋人，特殊需要，听力双语学生一起工作。使用当前的ASL/英语双语、双语/ESL和阅读理解方法，项目工作人员将开发合作科学教学活动、三语科学素养课程和ASL词汇表、英语/西班牙语写作项目、辅导活动、对学生双语科学素养发展和美国手语的定性案例研究，以帮助聋人和听力正常的学生掌握国家科学教育标准规定的目标and the Texas德克萨斯Education教育Skills技能and Development发展program程序for Science科学.该项目符合《不让一个孩子掉队法》和《残疾人教育法》。