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

来自非英语家庭的双语聋人和听力健全的学生很难用母语培养对科学的兴趣。由于国家能力考试是用英语写的，英语是他们的第二语言，许多双语学生在通过州和国家科学考试时落后了。拉马尔大学的化学部门和聋人教育教师培训项目与德克萨斯州聋人学校（TSD），阿拉巴马聋人学校（ASD）和德克萨斯州edcourt的鲁本C.罗德里格斯小学（RR）一起提出了一个项目，其目标是：为教师和学生提供可访问的科学教学和学习产品，符合融合技术，使用最先进的手语/英语双语，双语/ESL和阅读理解策略。ACE项目将使三语产品制度化，促进以英语为第二语言的残疾学生（聋人）和双语听力学生接受科学教育的机会。它将传播美国手语（ASL）、英语和西班牙语文本的三语产品，并将ASL/英语、双语/ESL方法的最佳实践纳入特殊教育、双语教育和普通教育的广泛受众。主要的智力价值在于探索最新的技术和教学实践，以教育处于关键阶段的弱势和残疾学生，使这些学生能够从事科学事业。拉马尔的两个融合科学实验室/教室将与上述各参与机构的设施相连。这些学校招收了大量来自社会经济弱势家庭的聋人和听力正常的少数民族学生，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Lamar相连，包括基于计算机的硬件和软件、无线网络、多媒体、超媒体、虚拟现实和互动电视。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基于互联网的资源，共同开发融合视频会议、传统教科书、DVD/CD格式的多媒体、在线实验室实验和本地和全球演示的融合内容。收敛式学习强调：基于问题的学习、加速学习、视觉学习、建构主义学习和苏格拉底式学习。它的独特之处在于，它通过结合特定的双语/ESL和阅读理解策略，利用融合课堂教学法（如视频会议、CD-ROM/DVD、互联网）技术，专门针对学生的英语学习需求，向小学生教授科学内容。更广泛的影响：除了K-8双语小学生之外，该项目还影响对提高科学教育感兴趣的博士，硕士和学士学位的学生和教师。科学教学的双语/ESL和阅读理解策略将广泛适用于美国8万多名聋哑和重听学生和320万英语为第二语言的听力学生。我们的项目将成为聋人、有特殊需要的学生和听障双语学生一起工作的不包容模式。项目人员将使用当前的ASL/English双语、双语/ESL和阅读理解方法，开发合作科学教学活动、三语科学素养课程和ASL词汇、英语/西班牙语写作项目、指导活动、学生双语科学素养发展和美国手语的定性案例研究，使聋人和听力健全学生掌握国家科学教育标准和德克萨斯州科学教育技能与发展计划所设定的目标。该项目符合《不让一个孩子掉队法》和《残疾人教育法》。

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.