ABSTRACT

There are over 135,000 deaf/hard of hearing students enrolled in postsecondary institutions in the U.S. However, deaf students who use sign language may not be aware of their sign language skills, resulting in accommodations that do not provide full access to postsecondary course content and reduced degree completion rates compared to their typically hearing peers. We documented the receptive and expressive ASL skills and self-ratings of 59 incoming deaf college students. Then we developed and implemented a five-week high-dosage ASL intervention with a cohort of 14 students using a pretest-posttest design. About half of the cohort improved across ASL assessments after the intervention, although group mean score changes were not statistically significant. Students accurately self-rated their receptive and expressive sign language skills based on their assessment performance. We present suggestions and implications for ASL instruction at the postsecondary level to promote college readiness.

摘要

美国有超过 135,000 名聋哑/听力障碍学生就读于高等教育机构。然而，使用手语的聋哑学生可能不了解自己的手语技能，导致住宿无法提供对高等教育课程内容的全面访问，并减少了与正常听力同龄人相比，学位完成率。我们记录了 59 名即将入学的聋哑大学生的接受性和表达性 ASL 技能以及自我评价。然后，我们采用前测后测设计，对 14 名学生制定并实施了为期五周的高剂量 ASL 干预措施。干预后，大约一半的人的 ASL 评估有所改善，尽管组平均分数变化没有统计学意义。学生根据他们的评估表现准确地自我评估他们的接受和表达手语技能。我们提出了对中学后水平的美国手语教学的建议和启示，以促进大学准备。