ALCB 400D: SPEECHREADING CHALLENGE
Foothill College Course Outline of Record
|Hours:||24 lecture per quarter (24 total per quarter)|
|Degree & Credit Status:||Non-Degree-Applicable Non-Credit Course|
|Grade Type:||Non-Credit Course (Receives no Grade)|
Student Learning Outcomes
- The student will be able to discuss coping skills for dealing with hearing loss
The student will be able to:
A. demonstrate receptive lip-reading - full face and side view.
B. demonstrate lip-reading - visible sounds.
C. identify words having visible phonemes in isolation and in context.
D. discuss coping skills for dealing with hearing loss.
E. identify visible phonemes and group them as homophenes.
F. describe appropriate technological innovations for dealing with hearing loss.
A. Lip-Reading participation
1. Receptive lip-reading (Speechreading) - full face and side view
2. Visible phonemes (visemes), homophene groups
3. Words in isolation
4. Words in context
5. Speechreading from a variety of speakers with a variety of materials
6. A variety of speechreading challenges including requirements for speechreading whole sentences and whole paragraphs with little or no audible information and with varied amounts of contextual information
B. Hearing Loss
1. Coping techniques
2. Using technology
a. Loop systems
b. FM and infrared
c. Hearing aids
e. Adapted telephones
f. Captel and Web Captel
3. Understanding the audiogram, questions to ask your audiologist
4. Understanding the different types of hearing professionals and what they offer
5. Questions for your audiologist
6. Assistive devices and when to use
Special Facilities and/or Equipment
Method(s) of Evaluation
A. Instructor observation of ability to reflect course material
B. Participation in all classroom activities used to amplify lecture material
C. Pre-test on the first day of the quarter and post-test on the last day of the quarter, for students to be able to evaluate their own progress
Method(s) of Instruction
A. Lecture, discussion, oral presentations and demonstrations.
B. Speechreading practice: sentences, paragraphs and other short language samples presented by a variety of speakers/models.
C. Participating in class discussions about topics related to hearing loss and normal hearing, research in pertinent areas, hearing loss technology and speechreading/lip-reading.
Representative Text(s) and Other Materials
Scharper, Diane and Phillip Scharper. Reading Lips and Other Ways to Overcome a Disability. Baltimore, Maryland: Apprentice House, Loyola University of Maryland, 2009.
Kaplan, H., C. Garretson, and S. Bally. Speechreading: A Way to Improve Understanding. Washington, D.C.: Gallaudet University Press, 1985.
Although these texts are older than the suggested "5 years or newer" standard, they remain seminal texts in this area of study.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Students are encouraged to try using lip-reading/speechreading in a variety of settings (large and small gatherings, meetings, restaurants, watching television and movies).
B. Luncheon for lip-reading practice organized for all lip-reading students and guests to practice communicating in noise (up to three times per year).
C. Writing includes samples of spoken English that present particular challenges, descriptions of particular environments that require special adaptations or techniques to maximize communication or to enable students to remain in a conversation.