SIGN LANGUAGE PRELIM EXAMINATION ON

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1. PRELIM EXAM March 22,2025 SPED 209 TEACHING HEARING IMPAIRED

2. WRITE THE WORDS BEING FINGERSPELLED, (20POINTS) Communicate Follow Special Beautiful Pleasant Obedient Promise Attitude Lovely Interesting Careful Helpful Trustworthy Courage Sarcastic Sleep Coward Polite Instruction Opposite

3. II. Write the words being signed. (10 points) Good Morning Hello Fine Good Afternoon Thank You You're Welcome Clean Congratulations Good Happy Birthday

4. III. Answer the following questions concisely. 1. How does Deaf culture emphasize the importance of visual communication and what role do sign languages play in shaping community identity?( 10 points) Deaf culture is heavily reliant on visual communication, since it is the central form of communication for most Deaf people who do not use spoken language. Visual communication within Deaf culture encompasses not just sign languages but also facial expressions, body movement, and eye contact, all of which assist in communicating meaning and emotion. Sign language, a mature and specialized language, is central to this communication, with a grammar, syntax, and vocabulary separate from oral languages. This emphasis on visual communication enhances cohesion within the Deaf community as it creates a common linguistic identity and enhances a sense of belonging. Sign language is not only a communication tool but a sign of cultural pride and a Deaf identity marker . It allows the Deaf to bond with fellow speakers of their language, forming close-knit communities where members can communicate and interact freely . The linguistic bond also aids in the preservation of Deaf culture, which is transmitted from one generation to the next , allowing the Deaf to uphold their cultural heritage. Moreover , its daily use , learning , and campaign reinforce the Deaf presence for them to really exist as part of the culture in the predominantly hearing world by embracing their individual cultural and linguistic identity. 2. What is the relationship between Filipino Sign Language and the Filipino spoken language, and how do Deaf individuals navigate both in daily life? (10 points) Filipino Sign Language (FSL) and Filipino spoken language are different  languages,  both  with  their own grammar, structure, and rules. FSL is a visual-manual language that is  capable of  conveying   complicated  ideas  completely, while Filipino, the spoken language, is a spoken and written language that is   based  on auditory and vocal  means of  communication.  While  FSL is used  mainly  by the Deaf  in the Philippines, it is not  a signed  form  of Filipino;  rather, it has its own vocabulary  and  syntax  that  may   vary   greatly  from spoken Filipino.  Deaf   people   may   switch   between   the   two   languages   in everyday life , using FSL  among  the Deaf and Filipino when  communicating  with hearing  people .  Most  Deaf  people  are bilingual,  being  FSL and Filipino  proficient , and  might   alternate   using  the two  in  their  setting . For  instance , they  would   speak  FSL  among   themselves   and   make   do   with  Filipino when communicating with  their families , friends, or service  personnel  who  are  not  knowledgeable   in  sign language. This bilingualism  enables  Deaf  people  to  act   as   a   bridge between the Deaf and hearing communities ,  enabling   proper  communication in a  world  where  most   people   communicate   through   spoken language. 3 . List down at least 5 common strategies in teaching deaf learners in an inclusive classroom. (10 Points) 1.Use of Visual Aids: Visual aids like   pictures, charts, diagrams, and videos are necessary  in  giving  deaf learners a clear  picture of the lesson. These visual aids   assist   in   passing  information that  can  be lost in  oral communication. 2.Sign Language: The   integration of  sign language as a  communication  mode is  imperative . Teachers  can   acquire  and  apply basic sign language or collaborate  with interpreters  so  that deaf  pupils   receive   full   comprehension of  the  course content . 3.Preferential Seating:  Putting deaf learners in a position   to   observe   the   face   of  the teacher, gestures, and visual  resources  is  essential . This  enables  them to understand  more   effectively  and  respond   to the lesson. 4.Technology Integration: Application   of  assistive technology  like  captioning, speech-to-text, or FM systems  increases   the  deaf  students' accessibility .  They   are   able   to   comprehend  both  written  and  spoken   material   through   these aids . 5.Collaborative Learning:  The   promotion   of  peer interaction  and   group   work   develops an inclusive  learning  culture . Deaf  students  can  utilize   the   services   of  hearing  students,  who  might   provide  explanations and  help  through visual  sources   like  notes  and gestures.