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Again students arrive to classes with different linguistic and cultural backgrounds, their understanding of concepts will be different from your own. One of my favorite examples to illustrate this idea is a video of a little girl going through flashcards of numbers. She sees each card and says the number 1 2 3 etc until she gets to what is number 11. The way it is written on the card is just 2 downward lines parallel to each other. The girl says pause instead of 11, when her parents try to correct her. She insists it is pause. No it’s 11. No its pause and when you really think about it the symbol for pausing of recording looks just like an 11, so the girl used her own experience with technology and applied it to the symbol. So just be aware of that type of situation.
If a child gives the wrong answer, might the answer still make sense? Dr. Christina Yuknis shares a story about a girl who saw another meaning for the numeral 11. The video is in American Sign Language with subtitles in English. A full transcript in English is also available.
What are other examples of times when a “wrong answer” still made sense?
Meanwhile, this video clip was taken from a 38-minute webcast on universal design for learning for deaf students. Dr. Christina Yuknis explains how universal design for learning can help deaf and hearing students learn together. The full-length webcast, similar to the short clip, is in ASL with English captions. Or, a transcript in English is also available.
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