Reduciendo las zonas de incertidumbre institucional, desafíos al control sindical

HSEAR 106 — Introduction to Deaf Culture (5 cr)

Overview of deaf culture, different types of hearing losses and their ef- fects on the functioning and status of the deaf individual (psychological, educational and social). Hearing aids and their function and limitations are introduced along with various modes of communication used by deaf people. Prerequisite: Recommended minimum reading placement scores: Compass 80, Asset 40. (SFCC)

HSEAR 128 — Signing Exact English I (2 cr)

Skills in the new sign systems as used in various educational programs such as manual English and the SEE system are taught. Prerequisite: May be taken with ASL& 121. (SFCC)

HSEAR 129 — Signing Exact English II (2 cr)

Skill building, vocabulary development and theory of new sign systems are taught. Prerequisite: HSEAR 128. (SFCC)

HSEAR 151 — Education of the Hearing Impaired (5 cr)

Current specialized techniques of education for the hearing impaired as they are practiced, as well as the principles and theories underlying those practices. Special emphasis is given to the Signing Exact English (SEE II) system of Manually Coded English, along with the practice and rationale for its use in a total communication setting. Prerequisite: ASL& 123 or demonstrated competency. Recommended minimum reading placement scores: Compass 80, Asset 40. (SFCC)

HSEAR 154 — Introduction to Interpreting (5 cr)

Major issues that confront counselors and social workers in programs that are providing services to deaf people. The code of ethics for interpreters is introduced and ethical situations are discussed. Prerequisite: Recommended minimum reading placement scores: Compass 80, Asset 40. (SFCC)

HSEAR 201 — Voicing (5 cr)

Students develop comprehension skills in understanding of various signed messages of deaf persons. As a result of developing comprehension skills, students will be able to apply various tools to the voicing task of any signed messages by a deaf person. Prerequisite: ASL& 123 or demonstrated com- petency. (SFCC)

HSEAR 202 — Transliterating I (5 cr)

Students develop skills that will apply to various types of educational situ- ations. Students develop skills in using conceptual signing, and developing knowledge and skill in using educational terminology. Students have the opportunity to practice transliterating in general areas of educational and community topics. Emphasis is placed on developing skill in transliterating from English to signed English. Prerequisite: HSEAR 251 or demonstrated competency. (SFCC)

HSEAR 203 — Transliterating II (5 cr)

Students refine the various skill components of transliterating that prepare them for transliterating tasks in the educational environment. Emphasis is placed on developing knowledge and skill in the specific subject areas found in educational environments such as science, math, social services and technical fields. Emphasis is placed on appropriate signing of various technical vocabularies presented at a rate of 120 wpm in the classroom. Prerequisite: HSEAR 202 or demonstrated competency. (SFCC)

HSEAR 251 — ASL Interpreting I (5 cr)

Students learn the various models of interpreting in the field and apply the listening skills necessary to successful ASL interpreting. Areas to be covered in this course are use of space, 4 Ws and 1 H theory of interpreting from English to ASL. Students have the opportunity to practice various topics that will be applied to community and platform type of interpreting. Prerequisite: ASL& 123 or demonstrated competency. (SFCC)

HSEAR 252 — ASL Interpreting II (5 cr)

Students utilize prior skills and apply these to specific types of situations that may arise in the community. Topics covered are medical interpreting, legal interpreting and social service interpreting. As a result of this course, students are prepared to go into the community to interpret for various types of situations and deaf people they are likely to encounter. Prerequisite: HSEAR 251 or demonstrated competency. (SFCC)

HSEAR 253 — ASL Interpreting III (5 cr)

Students combine the skills of voicing from ASL and interpreting into ASL as they practice in-depth the areas of one-to-one interpreting that they are likely to encounter in the community. Students are exposed to persons whose skills vary from minimal competency to signed English and are ex- pected to practice and use in a professional manner the ASL interpreting skills needed in one-to-one situations. Areas to be covered include medical interpreting, legal interpreting, social service interpreting, mental health interpreting and other community-type interpreting. Prerequisite: HSEAR 252 or demonstrated competency. (SFCC)

HSEAR 268 — Seminar on Deafness (3 cr)

Discussion of topics of current interest and importance as reflected in cur- rent literature and periodicals. (SFCC)

HSEAR 281 — Interpreting Practicum I (1-5 cr)

Students are placed in a specific site where the skills and knowledge gained in the classroom are applied. Students are expected to accumulate 26-130 hours of actual practicum experience that prepare them to move into real working situations upon graduation. Students meet once a week for one hour to discuss problems, vocabulary and situations encountered in the practicum experience. Prerequisite: HSEAR 202. (SFCC)

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HSEAR 282 — Interpreting Practicum II (1-5 cr)

Students develop in-depth skills in both interpreting and transliterating by being placed at sites where they develop their specialty. Students further sharpen their skills in articulating knowledge and understanding of inter- preting in their chosen areas. For example, students wishing to develop more skill in transliterating at the elementary, junior high and high school level will be placed in those sites to refine their skills in that area. Prerequisite: HSEAR 202, 281. (SFCC)

ITP 104 — Introduction to Audiologic Rehabilitation/Habilitation (4 cr)

This course introduces the anatomy of the ear, the functions of the parts of the ear, types and function of hearing assistive devices. It is designed to furnish students with a basic understanding of the physiology, mechanics and the impact of hearing loss as well the habilitation/rehabilitation process. Prerequisite: Concurrent enrollment in ASL& 121. (SFCC)

ITP 231 — Theories of Discourse Analysis (2 cr)

This course will provide an introduction to discourse analysis as practiced by working interpreters. The primary focus will be to distinguish between different discourse analysis models and apply their ideas to the study and use of American Sign Language. Students will also be introduced to finding meaning, using appropriate ASL syntax, and how to use visualization and mind mapping for determining source message and constructing a target message. Prerequisite: ASL& 123 and concurrent enrollment in ASL& 221, ITP 241. (SFCC)

ITP 232 — ASL Linguistic Principles (3 cr)

This course will apply linguistic theories to American Sign Language. You will learn of the different linguistic theories and how they apply to the field of ASL. Prerequisite: ASL& 221, ITP 231, 241 and concurrent enrollment in ASL& 222, ITP 242. (SFCC)

ITP 233 — Manually Coded English Systems (5 cr)

This course is designed to introduce various systems of Manually Coded English (MCE) created for working with D/deaf and hard of hearing children, including the Rochester Method, Seeing Exact English (SEE-I), Signing Exact English (SEE-II), Cued Speech, Linguistics of Visual English (LOVE), and Conceptually Accurate Signed English (CASE). The primary focus will be to build vocabulary, receptive and expressive skills, and employ English grammatical structure using Signing Exact English (SEE-II). This course introduces approximately 400 vocabulary words as well as the affixes, con- tractions and prefixes used in SEE-II. Prerequisite: ASL& 222, ITP 232, 242 and concurrent enrollment in ASL& 223, ITP 243. (SFCC)

ITP 241 — Deaf Social and Cultural Issues (5 cr)

This course is designed to provide an in-depth look at various aspects of Deaf Culture which were overviewed in ASL& 121, 122 and 123. Language, history, legal issues, cultural conflicts, and reflective views of cultural aspects of the Deaf community will be presented. Previously learned aspects of Deaf Culture will be expanded. Prerequisite: ASL & 123 and concurrent enrollment in ASL& 221, ITP 231. (SFCC)

ITP 242 — Ethics of Interpreting I (2 cr)

This is an introductory course in ethics as it pertains to the field of interpret- ing. This 2 credit course incorporates the definitions of human rights, ethics, and morals, and the RID/NAD Code of Professional Conduct as applied to educational interpreters. Prerequisite: ASL& 221, ITP 231, 241 and concur- rent enrollment in ASL& 222, ITP 232. (SFCC)

ITP 243 — Educational Interpreting (2 cr)

This 2 credit course discusses the role and considerations for an interpreter in educational settings. In this course, the student will experience applica- tion of the Code of Professional Conduct and the ethical considerations discussed in previous courses. Students will consider specific situations, such as Deaf/hard-of-hearing children with minimal language skills, with sight challenges, with Cochlear Implants and/or with other disabilities. Prerequisite: ASL& 222, ITP 232, 242 and concurrent enrollment in ASL& 223, ITP 233. (SFCC)

ITP 244 — Ethics of Interpreting II (3 cr)

This is the second course in a series of three courses designed to focus on ethical procedures and practices specifically applied to educational inter- preting. This course covers specifically the Educational Hierarchy (Pyramids of Responsibility). Prerequisite: ASL& 223, ITP 233, 243 and concurrent enrollment in ITP 251, 261, 281. (SFCC)

ITP 245 — Advanced Ethics (2 cr)

This is the final course in a series of three courses dealing with ethics and ethical procedures for educational interpreters. Actual practicum experi- ences and virtual experiences will be used for discussion materials. Ethics and research will be described as well as use of ethics in the “everyday” environment. Prerequisite: ITP 252, 262, 282 and concurrent enrollment in ITP 253, 263, 283. (SFCC)

ITP 251 — Interpreting I (5 cr)

This course is designed to prepare the student with skills to receive informa- tion auditorally or visually and express that information in an equivalent message effectively, including affect, mood and inflection, using simultane- ous interpreting methodologies. Prerequisite: ASL& 223, ITP 233, 243 and concurrent enrollment in ITP 244, 261, 281. (SFCC)

ITP 252 — Interpreting II (5 cr)

This course is designed to continue your preparation for exiting into an educational setting to work as an interpreter. You will continue to develop sign vocabulary appropriate for specific educational experiences, enhance receptive and expressive skills and work on speed and accuracy. You will learn to incorporate mime, physical movement, and ASL non-manual mark- ers to assist in conveying meaning. Prerequisite: ITP 244, 251, 261, 281 and concurrent enrollment in ITP 262, 282. (SFCC)

ITP 253 — Interpreting III (5 cr)

In this course, you will apply simultaneous interpreting skills so as to receive visual discourse and verbally gloss information effectively, including affect, mood, and inflection; receive auditory information and express the infor- mation in equivalent appropriate ASL information, including affect, mood and inflection. You will enhance your skills in use of non-manual markers to convey auditory meaning. Prerequisite: ITP 252, 262, 282 and concurrent enrollment in ITP 245, 263, 283. (SFCC)

ITP 261 — Transliteration I (5 cr)

This course is designed to introduce transliterating and distinguishing between interpreting and transliterating. Students will work on sign-to- voice and voice-to-sign skills, increase vocabulary both expressively and receptively, and increase and improve grammar skills in consecutive trans- literating. Prerequisite: ASL& 223, ITP 233, 243 and concurrent enrollment in ITP 244, 251, 261. (SFCC)

ITP 262 — Transliteration II (5 cr)

In this course, students will increase vocabulary, enhance receptive and expressive skills and improve speed and accuracy in voice-to-sign and sign- to-voice transliterating using simultaneous methodologies. Student will receive and express information effectively, using affect, mood and inflection to match the target language to the source language. Prerequisite: ITP 251, 261, 281 and concurrent enrollment in ITP 252, 282. (SFCC)

ITP 263 — Transliteration III (5 cr)

This course is designed to prepare student for exiting into the community to work as a transliterator in educational settings. Students will receive information in verbal and/or signed form and use appropriate translitera- tion procedures to relay the information, matching register, intention and content. Students will demonstrate appropriate switching techniques for both sign-to-voice and voice-to-sign, adhering to the Interpreter’s Code of Professional Conduct. Prerequisite: ITP 252, 262, 282 and concurrent enrollment in ITP 245, 253, 283. (SFCC)

ITP 281 — Applied Interpreting I (1 cr)

First of three separate opportunities to apply interpreting/transliterating skills. This first course requires observation and voice-to-sign or sign-to- voice in a mock interpreting environment where no Deaf people will be present. The goals of this course are to strengthen stamina in interpreting, predicting skills, and ability to stay within the interpreter’s Code of Pro- fessional Conduct. Prerequisite: ASL& 223, ITP 233, 243 and concurrent enrollment in ITP 244, 251, 261. (SFCC)

ITP 282 — Applied Interpreting II (2 cr)

This second applied interpreting experience requires experience in the fol- lowing categories: Observation and voice-to-sign and/or sign-to-voice in an interpreting environment in the public arena where no Deaf people will be present. Prerequisite: ASL& 123, ITP 244, 251, 261, 281 and concurrent enrollment in ITP 252, 262. (SFCC)

ITP 283 — Applied Interpreting III (3 cr)

This is the third practicum and requires experience in the following cat- egories: Observation and voice-to-sign and/or sign-to-voice interpreting/ transliterating in an educational environment. Students will be placed in a school program under the supervision of an experienced interpreter/ transliterator. Prerequisite: ITP 252, 262, 282 and concurrent enrollment in ITP 245, 253, 263. (SFCC)

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