Work program of the course "development of sign speech". Initial training courses in sign language System of communicative activities for the deaf

Target audience: the course is for a wide range of people who want to learn Russian Language from scratch.

Course length: 72 hours.

Purpose: for self-development and initial practice of communicating with the deaf.

Course “Russian Sign Language. Started." 80 hours

Target audience: course for teachers teaching the deaf in secondary and higher education institutions. Supplemented with lectures on the psychological characteristics of the deaf.

Course volume: 80 hours.

Purpose: for initial practice of communicating with the deaf as part of the educational process.

Therefore, this course will be useful not only for beginners to learn sign language, but also for deaf people for whom RSL is their native language: they will be able to see live connection sign language with hearing language.

The course volume is 72 academic hours.

This course provides the very beginnings of Russian sign language: the basic vocabulary and the beginnings of linguistics of Russian Sign Language. For the first time, gestures, as lexical units, are not given in the form mirror reflection Russian words, but as independent concepts, which is what they essentially are, and a variable translation of them into Russian is offered for these concepts.
The course includes lectures on the basics of the psychology of deafness, given by a candidate of psychological sciences, a professional sign language interpreter, chairman of the Academic Council of the institute Kuzmin Vyacheslav Vyacheslavovich.

Therefore, this course will be useful not only for beginners in learning sign language, but also for teachers of secondary and higher vocational education working with deaf people in inclusive groups.

The course volume is 80 academic hours.

For the first time, a sign language course is equipped with full multimedia support - that is, all gestures included in the educational vocabulary are captured on video, which saves students from the need to take notes on lectures and record gestures shown by the teacher (each note turned into Stirlitz encryption), which is inevitable led to distortions and made it difficult to memorize the material being studied. Now there is no need for this: each student is given a set of 3 books - a textbook, a workbook and a dictionary. About this kit teaching aids Let's say in more detail.

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Non-governmental non-profit institution
"VOG Training and Methodological Center"
(UMC VOG)

Since 1961, the VOG UMC has been carrying out educational activities to train and improve the professional competence of sign language interpreters for the deaf (sign language interpreters) and is the training base of the All-Russian Society of the Deaf.

Currently training of sign language interpreters carried out at three levels:

At the 1st basic level of the training course “Sign language is a means of communication for the deaf” The basics of sign language (SL) are studied, including the sign language system, varieties and “morphology” of sign language, manual alphabet, counting, sign vocabulary, which makes up 1200 sign signs, introduction to the specialty of sign language interpreter, etc.

At level 2 of the training course “Technology of Sign Language Interpretation”, on the basis of knowledge of the 1st level, knowledge and skills are formed in the implementation of sign language interpretation (theory and practice of sign language interpretation), expansion of the sign dictionary and its use in the translation process (qualification “Sign language interpreter of Russian sign language”).

Purpose of the course: expanding communication capabilities for communicating with people with hearing loss.

Course Objectives

1. Formation of practical skills in dactylology and sign language for subsequent mastery of the profession of sign language interpreter.
2. Fostering tolerant attitudes towards people with disabilities. The program material is arranged in a sequence that allows students, when studying individual topics of the program, to more fully assimilate the basic sign vocabulary and acquire the skills of correct finger-sign translation. Each lesson consists of two parts - theoretical and practical. The program includes the study of two forms of speech of the deaf - dactylology and sign language and provides: 1. Mastering the theory of dactyl and sign speech;2. Learning the dactylic alphabet.
3. Mastering the technique of fingerprinting and reading from a fingerprinting hand.
4. Studying and mastering gestures.
5. Improving translation techniques.
6. Knowledge of translation theory.
7. Application of acquired knowledge and skills.

Theoretical information must be supported by practical demonstration. And vice versa, practical tasks must be accompanied by explanations regarding the specific perception and behavior of persons with hearing impairments in certain situations. To consolidate knowledge, students need to communicate throughout the course through fingerprinting and sign language among themselves, with everyone who knows fingerprint and sign language due to the nature of their work or actual deafness, and constantly work on the technique of fingerprinting and reading from a fingerprinting hand. While working on the technique of fingerprinting and reading from a fingerprinting hand, students repeat and study basic sign vocabulary on the topics: “Common words”, “Counting”, “Family”, “Education”, etc.

The content of each topic includes gestures denoting objects, actions, characteristics of objects, proper names, as well as gestures often encountered during conversation. Mastered gestures are included in exercises for transmitting entire sentences and adapted texts (for direct and reverse translation). When studying a sign language, when performing exercises and when translating texts, it is necessary to follow the basic rules for translating verbal speech into sign language, namely:

1. When translating (direct and reverse), maintain the structure of speech;
2. Sign translation should be accompanied by appropriate articulation and facial expressions;
3. Translate the word with a gesture, depending on its meaning in the context;
4. Pay more attention to the accuracy of translation;
5. Fingerprint clearly.

Efficiency mark The student’s mastery of the course program material is determined by:

1. By providing a video or compiled text, where the student accompanies the narrated text with sign language translation.
2. Interview with the teacher of this course in sign language.

Program: The study of dactylology and sign language is preceded by a short

Theoretical block, which introduces students to the basics of audiology, features of dactylic and sign speech, sign language:

1. History of the Deaf Society. The emergence of a community. Modern societies of the deaf, their activities, role in the lives of deaf people.
2. Basics of audiology. Causes of hearing impairment. Features of oral and written speech of children with hearing impairments. Visual perception of oral speech by children with hearing impairments (lip reading). Features of the psychological development of children with hearing impairments.
3. Dactylology. Dactylology is a manual alphabet. Causes and conditions for the emergence of dactylology. Differences between fingerprint and sign language. Russian dactylic alphabet. Requirements for the use of dactylology. The meaning and place of dactylology in the translation of verbal speech into sign language. Rules for reading from a fingerprinting hand. Fingering and reading letters, words, terms, sentences, texts, etc. from the fingerprinting hand. Methodology for working on the pace of fingerprinting and the speed of reading from the fingerprinting hand.
4. Sign speech of the deaf. Sign language of the deaf and its difference from verbal forms of speech (oral, written and dactyl).

Sign language- a specific means of communication for the deaf and hard of hearing. Features of sign speech. Characteristic features of a gesture compared to a word. Classification of gestures. Components of sign speech: articulation, facial expressions, speech gesture, dactylology. Multiple meaning words. Unification of gestures. Sign dictionaries. Sign language as a means of developing the thinking of the deaf. Functions of verbal, tracing sign speech and Russian sign language. The role of sign speech as a means of communication between the deaf and hard of hearing, depending on their degree of proficiency in verbal speech, general development, and knowledge of sign speech. Translation of verbal speech into sign language by translators. Basic rules and techniques of translation. Direct and reverse translation (translation from sign language to verbal).

Practical block:

1. Dactylology (alphabet). Studying dactyl signs through their demonstration by the teacher, training exercises, working in pairs to read words by hand. Written dictation (recording what was read by hand).
2. Designation of numbers. Check. Studying numbers and numerals on this topic through demonstration of them by the teacher, training exercises, work in pairs on composing texts including numbers and numerals and their translation.
3. Commonly used words. Studying words on this topic through demonstration by a teacher, training exercises using teaching aids, working in pairs on composing texts and translating them.
4. Calendar, time.
5. Family, education. Studying words on this topic through demonstration by a teacher, training exercises using teaching aids, working in pairs on composing texts and translating them. Translation into an oral version from the presentation of a sign text by the teacher.
6. Products, dishes.
7. House, household things.
8. Cloth. Compiling a list of words necessary to describe your appearance, your clothes and your friend’s.
9. Human, appearance, state. Studying words on this topic through demonstration by a teacher, training exercises using teaching aids, working in pairs on composing texts and translating them. Translation into an oral version from the presentation of a sign text by the teacher.
10. Education. Basic information about various types education, educational institutions.
11. Work. Economy. Learning new vocabulary through teacher demonstration.
12. Recreation, sports. Learning new vocabulary through teacher demonstration.
13. Medicine. Learning new vocabulary through teacher demonstration. Playing out problematic situations.
14. Society. Learning new vocabulary through teacher demonstration and playback. Direct and reverse translation of ready-made and independently composed texts.
15. City, transport. Learning new vocabulary through teacher demonstration and playback.
16. Army, weapons.
17. States. Learning new vocabulary through teacher demonstration and playback.
18. Agriculture. Learning new vocabulary through teacher demonstration and playback.
19. Art, culture, religion. Learning new vocabulary through teacher demonstration and playback. Direct and reverse translation of ready-made and independently composed texts.
20. Plants, animals. Learning new vocabulary through teacher demonstration and playback. Direct and reverse translation of ready-made and independently composed texts.

Competencies

Expanding communication capabilities for communicating with people with hearing loss. Formation of practical skills in dactylology and sign language for subsequent mastery of the profession of sign language interpreter. Fostering tolerant attitudes towards people with disabilities.

Categories of listeners

The program is designed for students who want to gain the knowledge and skills necessary to communicate with people who have hearing impairments and are proficient in dactylology and sign language.