Why American Sign Language Gloss Must Matter.

Responding to an article by Grushkin on how deaf children best learn to read, published, along with the present article, in an American Annals of the Deaf special issue, the authors review American Sign Language gloss. Topics include how ASL gloss enables deaf children to learn to read in their own language and simultaneously experience a transition to written English, and what gloss looks like and how it underlines deaf children's learning and mastery of English literacy through ASL. Rebuttal of Grushkin's argument includes data describing a deaf child's engagement in reading aloud (entirely in ASL) with a gloss text, which occurred without the breakdown implied by Grushkin. The authors characterize Grushkin's argument that deaf children need to learn to read through a conventional ASL writing system as limiting, asserting that ASL gloss contributes more by providing a path for learning and mastering English literacy.

Emergency Preparedness with People Who Sign: Toward the whole community approach.

The concept of the "whole community" involves including everyone in the community in preparing for emergencies, including members of often-overlooked groups. Deaf people who sign are one example of this type of group. An innovative model based on the whole community approach, Emergency Preparedness with People Who Sign (EPPS), is introduced in this article. This model focuses on members of the deaf community directly training first responders using a variety of techniques for effective communication and cultural understanding to achieve safety for all. This model was developed and field tested by a university Deaf Studies program through student service-learning activities and faculty involvement including on-site role-playing. Through the reciprocal awareness training for both professionals and community members, deaf individuals become actively empowered to participate in developing culturally and linguistically sensitive public safety services. Response to the concurrent training of first responders and deaf community members has been positive, and it is hoped that this model can be replicated with deaf people and first responders in other locations, as well as with other often-overlooked groups.

Service-learning in deaf studies: impact on the development of altruistic behaviors and social justice concern.

A literature review identified various kinds of altruism, including altruism devoted to social change and a charitable form of altruism, along with the concept that it is possible for these types to occur independently or simultaneously. A study was conducted with university students in a Deaf studies program to determine the effect of a service-learning experience on the development of altruistic behaviors. Students in a course titled "Social Services in the Deaf Community" responded to a questionnaire measuring their attitudes toward serving the community before and after they participated in an off-campus experience volunteering with organizations that served or could serve the Deaf community. The results indicated significant changes in students' attitudes regarding their ability to make a difference in society, and strongly suggest a positive correlation between service-learning experiences and development of "civic responsibility" altruistic behaviors among Deaf studies students volunteering in the community.

Deaf studies alumni perceptions of the academic program and off-campus internship.

Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in the general university population. It was found that most of the alumni reported using the knowledge and skills from the Deaf studies program in their current job. Current employment among alumni was almost 100%, and most of the alumni had positive perceptions regarding their personal, academic, and professional growth as it related to their internship and undergraduate Deaf studies program. The study findings underscore the need for continued support of Deaf studies programs. Suggestions are provided for program directors regarding the development of internships and academic programs for students in Deaf studies.