MCCCD Program Description

Issues and Resources

Course: ASL200

First Term: 2020 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Occupational
Load Formula: S - Standard Load

Description: Implications of laws pertaining to educational choices and rights of deaf, deaf-blind, and hard of hearing individuals. Local, state, and national organizations, activities, and agencies affecting the deaf community.

MCCCD Official Course Competencies
1. Identify federal laws which have had major impact on deaf, deaf-blind, and hard of hearing individuals. (I) 2. Describe and summarize the historical development of educational institutions serving a deaf community. (I-VII) 3. Identify and analyze issues relevant to educational institution development for deaf communities. (I-VII) 4. Describe functions of state agencies serving the deaf, deaf-blind, and hard of hearing communities. (II) 5. Compare and contrast various education options. (III) 6. Identify common acronyms and describe the endeavors of local, state, and national organizations/agencies serving the deaf, deaf-blind, and hard of hearing communities and their families. (IV, V) 7. Describe assistive technology pertinent to deaf, deaf-blind, and hard of hearing customers, including telecommunications and telephone relay services. (VI) 8. Identify and discuss current issues affecting the deaf community, and priorities and resources related to those issues. (VII)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Federal laws A. Rehabilitation Act 1973, Section 504 B. Individuals with Disabilities Education Act (IDEA) C. Americans with Disabilities Act (ADA) D. Other II. State agencies overview A. Vocational rehabilitation B. Arizona Commission for the Deaf and Hard of Hearing (ACDHH) C. Arizona Technology Access Program (AzTAP) D. Other III. Education A. Early European B. Early American schools C. Alternatives in Arizona 1. Arizona State School for the Deaf and Blind (ASDB) 2. Phoenix Day School for the Deaf (PDSD) 3. Public and charter schools 4. Other D. Gallaudet University 1. Model Secondary School for the Deaf (MSSD) 2. Kendall Demonstration Elementary School (KDES) E. National Technical Institute for the Deaf (NTID) F. California State University at Northridge (CSUN) G. Other 1. Teacher education programs 2. Rehabilitation/specialties IV. Local/state organizations A. Valley Center of the Deaf (VCD) B. Arizona Relay Service (AZRS) C. Phoenix Association of the Deaf (PAD) D. Arizona Association of the Deaf (AAD) E. Arizona Registry of Interpreters for the Deaf (AZRID) F. Apache ASL Trails G. Hands and Voices H. Other V. National organizations A. National Association of the Deaf (NAD) B. National Fraternal Society of the Deaf (FRAT) C. A.G. Bell Association D. American Society for Deaf Children E. National Center for Law and the Deaf F. National Captioning Institute G. Children of Deaf Adults (CODA) International H. American Association of the Deaf-Blind (AADB) I. Helping Educate to Advance the Rights of the Deaf (HEARD) J. Abused Deaf Women`s Advocacy Services (ADWAS) K. Association of Late-Deafened Adults (ALDA) L. Other VI. Assistive technology A. Assistive listening devices B. Signaling devices C. Cochlear implants D. Telecommunication devices E. Other VII. Additional issues A. Publications B. Political action/advocacy C. Cultural versus pathological perspectives D. Social/family life E. Employment/economic issues F. Language Equality and Acquisition for Deaf Kids (LEAD-K) G. Other

MCCCD Governing Board Approval Date: February 25, 2020

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.