Russell Scott Rosen
Sociology, anthropology, and history of Deaf community and culture; American Sign Language; second language acquisition, curriculum, and instruction; disability studies.
Rosen, R. (2012). Sensory orientations and sensory designs in the American DeafWorld. Senses and Society, 7(3).
Rosen, R. (2010). American Sign Language curriculum: A review. Sign Language Studies, 10(3).
Rosen, R. (2009). Surveys of the American deaf and hard of hearing population: A critical review. International Journal of Special Education, 24(1), 82-99.
Rosen, R. (2008). Descriptions of American Deaf community, 1820-2000: Epistemic foundations. Disability & Society, 23(2), 129-140.
Rosen, R. (2008). American Sign Language as a foreign language in US high schools: State of the art. Modern Language Journal, 92(1), 10-38.
Rosen, R. (2007). Representations of sound in American deaf literature. Journal of Deaf Studies and Deaf Education, 12(4), 552-565.
Rosen, R. (2006). IDEA and the mainstreaming of American Sign Language, Deaf community and culture in public schools. Disability Studies Quarterly.
Rosen, R. (2004). Beginning L2 production errors in ASL lexical phonology: A cognitive phonology model. Sign Language & Linguistics 7(1), 31-61.
Rosen, R. (2003). Jargons for deafness as institutional constructions of the deaf body. Disability & Society 18(7), 921-935.
Book Chapters (Peer-Reviewed)
Rosen, R. (2011). Modality and language in second language acquisition of ASL. In: D.J. Napoli & G. Mathur, (eds.), Deaf around the World: The impact of language. Oxford University Press.
Rosen, R. (1997). Represented body and embodied representation: Spokespersonage and the deaf body politic. In A. Farb (ed.), Who speaks for the deaf community? Silver Spring, MD: National Association of the Deaf.
Reviews (Non-Peer Reviewed)
Rosen, R. (in press). From Words Made Flesh to Flesh Made Words. Journal of Deaf Studies and Deaf Education.
Rosen, R. (2010). Gallaudet: Trendsetter or Replicator? A review of For a Fair Race to Life. Journal of Deaf Studies and Deaf Education.
Rosen, R. (2009). Language : Gesture :: Evolution : Origin. A review of The Gestural Origin of Language. Journal of Deaf Studies and Deaf Education, 14(2).
Rosen, R. (2007). Looking inside or outside? A review of Inside Deaf Culture. Journal of Deaf Studies and Deaf Education, 12(3).
Rosen, R. (2002). Review of Ready! Set! Sign!! NECTFL Review 51.
Rosen, R. (1996). Junior High School 47: Blueprint for a Chancellor's School for the deaf and the hard of hearing in New York City. Albany, N.Y.: New York State Assembly Standing Committee on Education.
HBSE 4070: Psychosocial and cultural aspects of people who are d/Deaf or hard of hearing
Introduction to the education of children, youth, and adults who are deaf or hard of hearing; historical development; psychosocial and cultural aspects; problems and issues of the field. Materials fee: $10.
HBSE 4707: II: Observation and student teaching in special education: Deaf and hard of hearing
Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
HBSE 4872: American Sign Language II
A course designed to develop intermediate receptive and expressive skills in American Sign Language.
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 email@example.com; Phoeb Ho
Phoebe@cchc.org (212) 334-2033 ext. 20
Location: Chinese Christian Herald Crusades, 48 Allen Street, New York, NY 10002