Robert E Kretschmer
Teaching of the deaf and hard of hearing. Linguistics of English and ASL. Literacy development. Text structure. School psychology. Auditory streaming.
Reading and Hearing Impaired Individuals (Alexander Graham Bell Association).
"Metacognition, metalinguistics and intervention" (Applied Psycholinguistics).
"The psycho-educational assessment of hearing impaired children" (Auditory Disorders in School Children).
"Educational consideration of at-risk hearing impaired children" (Speech, Language and Hearing Services in the Schools).
"Teachers-as-researchers: Supporting professional development" (Volta Review).
"Multihandicapped, hearing impaired students as thinkers and ‘feelers'" (Volta Review).
Abstract of Current Projects
This project is intended to explore the notion of what constitutes an intellectual conversation or discussion. It is a part of a larger study that seeks to determine whether a group of teenaged students who are d/Deaf and hard of hearing from an intercity school and who were "reading at a third to fourth grade level" engaged in what might be considered an intellectual discussion surrounding a chapter from the "House on Mango Street". The impetus for the larger study is that often teachers who encounter d/Deaf and hard of hearing children of color with these lower levels of reading scores have low expectations of performance. This particular class of students, however, was taught by a teacher who did not ascribe to this notion. Alternatively, she held very high expectations. This research is an attempt to determine whether these youngsters after a year and half of instruction with this master teacher resulted in the ability to engage in a "high level" discussion of the symbolism inherent within one of the chapters of the book "A House on Mango Street". Before embarking on this project, however, it necessary to determine what features mark or define what an intellectual discussion might be. As a result, I am conducting a qualitative phenomenological inquiry to the people's understanding of what constitutes an intellectual conversation.
HBSE 4072: Development of language for individuals who are d/Deaf or hard of hearing
Language development of deaf or hard of hearing individuals at different maturational levels. Prerequisite: HBSE 4079 or equivalent.
HBSE 4073: Audiological principles and the teaching of speech and listening skills to individuals who are d/Deaf or hard of hearing
Development of speech in children who are deaf or hard of hearing, methods of teaching speech to children who are deaf or hard of hearing, development of educational programs for the maximum utilization of residual hearing. Lab required. Materials fee: $10.
HBSE 4074: Linguistics of American Sign Language
An in-depth study of the phonology, morphology, syntax, and pragmatics of American Sign Language. Aspects of the psycho- and socio-linguistics of this language are covered.
HBSE 4079: Language development and rehabilitation: The foundations
Course designed to establish a firm foundation in generative syntax, semantics, and pragmatics as it relates to language development and rehabilitation. Materials fee: $10.
HBSE 5010: Study of the philosophic foundations of special education
Permission required. For post-masters and advanced masters students in the Department of Health and Behavior Studies in special education. Overview of major philosophic orientation within social sciences and special education. Special fee: $10.
HBSE 5307: Advanced practica in special education: Deaf and hard of hearing
Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
HBSE 5907: Problems in special education: Deaf and hard of hearing
Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
HBSE 6070: Psychology of deafness
Permission required. Effects of deafness on intellectual and personality development. Social psychology of deafness. Implications for education.
HBSE 6507: Advanced seminars in special education: Deaf and hard of hearing
For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.
HBSK 6577: Research in applied educational psychology: Psychoeducational aspects of deafness
Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
HBSE 8907: Dissertation advisement in special education: Deaf and hard of hearing
Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ed.D./Ph.D. degrees.
Centers and Projects
The Center for Opportunities and Outcomes for People with Disabilities confronts the challenges facing special education today through its commitment to the production of knowledge and professional expertise aimed at supporting the full inclusion of people with disabilities in society. The broad-based research, evaluation, and demonstration activities of the Center reflect an emphasis on empowering people with disabilities by increasing their capacity and opportunities for self-determination, reducing their vulnerability to victimization and abuse, and addressing the disability-related issues of culturally and ethnically diverse groups, including women and minorities. The Center encourages national and international partnerships aimed at strengthening the connection between research and policy.
Saturday Enrichment Program Online Announcement
A Saturday enrichment program is designed for children with autism spectrum disorders (ASDs) and their parents. This program offered by Teachers College, Columbia University and Chinese Christian Herald Crusades Autism Ministry aims to (a) improve communication skills, social skills, and adaptive behavior in Chinese-American children with ASDs, and (b) decrease
parental stress, increase parental confidence, and increase quality of life in Chinese-American parents of children with ASDs.
This program is composed of a child group and a parent group. These two groups will be held concurrently and each group session is 120-minutes in length. Children with ASDs will learn together with children with typical development in the child group. They will play games, sing songs, read stories, work on academic skills (reading, writing, math), practice communication and social skills, and creating mi work together. Parents of children with ASDs will learn topics relating to characteristics of children with ASDs, evidence-based intervention strategies, and educating a child with ASDs based on their interests. Parents of children with ASDs will have the opportunity to share their own stories about parenting a child with ASDs and to build relationships with other parents.
Chinese-American children with or without autism aged 6-11 years, speaking English or multilingual in English, Mandarin, 01' Cantonese are encouraged to apply for this FREE Saturday enrichment program. SEATS ARE LIMITED! We look forward to working with you.
Contact Information: Dr. Hsu-Min Chiang firstname.lastname@example.org; Phoeb Ho
Phoebe@cchc.org (212) 334-2033 ext. 20
Location: Chinese Christian Herald Crusades, 48 Allen Street, New York, NY 10002