🏥ASL Level 6, Activity 06-Health Care Pt.1 (Online)

ASL interpreter at hospital

Picture from ARGO Translation

Description:

Students will begin with fingerspelling practice that will lead to unfamiliar vocabulary.  In the main activity, they will discuss healthcare in regard to medical costs for Deaf individuals.

Semantic Topics: Deaf Culture, Healthcare, Cost, Insurance, Money
Grammatical Structures: Fingerspelling, Vocabulary, Numbers

Products: Money, Healthcare, Deaf Culture

Practices: Naming cons of various procedures, discussion surrounding ethics of cochlear implants

Perspectives: What barriers does the Deaf community face concerning healthcare or medical facilities?

Standards

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture.
  • Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture.
  • Standard 4.2 Students demonstrate understanding of the nature of culture through comparisons of American Deaf culture and their own.
  • Standard 5.1 Students use American Sign Language within and beyond the school setting.

Idaho Content Standards for World Languages:

  • Objective: COMM 3.1 Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of
    topics using appropriate media in the target language.
  • Objective: CLTR 1.2 Explain the relationship between cultural practices/behaviors and the perspectives that represent the
    target culture’s view of the world.
  • Objective: CLTR 2.3 Justify the underlying beliefs or values of the target culture that resulted in the creation of the product.
  • Objective: CONN 2.3 Compare and contrast cultural similarities and differences in authentic materials.

Can-Do Statements

NCSSFL-ACTFL Can-Do Statements:

  • I can participate in discussions about the benefits and disadvantages of public health care costs.
  • I feel comfortable expressing cost without limit.
  • I can discuss possible considerations for getting cochlear implants.

Materials Needed

Warm-up

Materials Needed for Warm-up

  1. Ask students to type their name and ID # for attendance
    • “YOU LIST 2- NAME, ID NUMBER TYPE”
  2. Start with 5-7 Minute conversations in breakout rooms
    • “NOW DAY START BREAKOUT ROOMS TIME 5-7 MINUTE CONVERSATIONS DISCUSS WHATEVER”
  3. Review medical vocabulary signs:
    1. Review medical vocabulary signs:
      1. MEDICINE
        • Tip of middle finger in contact with non-dom up-sided palm moves slightly sideways at the wrist while the fingertip stays on the palm.
      2. DOCTOR
        • Fingertips of dominant “bent flat” hand tap twice on non-dominant palm-up wrist.
      3. NURSE
        • Non-dom hand shaped “S” with palm facing up. Dominant hand shaped “N” with fingers sticking out. Tap dominant hand fingertips on non-dom hand wrist twice.
      4. INSURANCE
        • Dom hand shaped “I” with palm facing outward and shaking left to right.
      5. BLOOD TEST
        • Non-dom hand shaped “flat” and dom hand shaped “5”. With non-dom hand palm facing torso and dom hand parallel, move dom hand downward while wiggling fingertips.
        • Left and right hand shapes “1” with palm orientation outwards. Start with both hands slightly higher than the shoulders, then move in a downward direction, changing hand shape 1s to X.
      6. COUGHING
        • Dom hand shaped “S” hitting chest two times.
      7. SURGERY
        •  Dominant hand shaped “10” thumb tip in contact with the non-dominant palm, palm oriented down, brushes down the palm once.
      8. SICK
        • Dominant hand shaped “open-8” with the tip of the middle finger in contact with the middle forehead, palm oriented inward, taps once or twice on the forehead.
      9. VOMIT
        • Left and right hand shapes “5”. Dom hand positioned closest to chin with palm oriented to face the side. Non-dom hand positioned below dom hand and palm oriented to the other side. Move both hands in downward direction.
      10. Have students take turns discussing each question
        • In the past, have you gone to see the doctor? What for?
          • PAST, DOCTOR YOU GO TO? FOR-FOR?
        • Have you considered becoming a doctor/nurse? Why/why not?
          • YOU  CONSIDER BECOME DOCTOR/NURSE? WHY/WHY NOT?

Main Activity

Materials Needed for Main Activity

Matching and Discussion!

  1. After greeting students to the lab, inform them they will be covering the topic of health care over the next two weeks. Start by asking them the following questions:
    1. How much do you think the initial procedure of cochlear implants costs?
        • “YOU THINK START PROCESS FOR COCHLEAR IMPLANT COST HOW MUCH?”
    2. How much do you think a replacement outer device costs?
        • “YOU THINK COCHLEAR REPLACE COST HOW MUCH?” 
    3. How much do you think it would cost to drain your ears?
        • “YOU THINK COST DRAIN YOUR EARS HOW MUCH?” 
  2. Group students into two groups in breakout rooms and send the Cost cards to them, one group with St. Alphonsus cards and the other with St. Luke’s cards.
  3. Inform students that these are the real costs for those medical procedures.
  4. The Lab Assistant will then take out the Procedure cards and give them to their corresponding groups.
  5. Students will work in their groups to match the Cost with the Procedure.
    • “NOW YOU GROUP WORK WITH. COST FIND PROCEDURE TOGETHER”
  6. Once students are done, the Lab Assistant will check their work and correct any mistakes made.

Key

St. Alphonsus (red):

  1. Cochlear device implantation, with or without mastoidectomy – $20,678.51
  2. Cochlear device includes all internal and external components – $4,843.00
  3. Drainage of the external ear – $272.00

St. Luke’s (blue):

  1. Cochlear device implantation (Treasure Valley)- $12,652.00
  2. Cochlear device implantation (McCall) – $16,605.00
  3. Drain external ear lesion – $1,503.00

If there is extra time

  1. (FS Practice)Instructions: Fingerspell the 4 words and then teach them the signs!Goal: To improve receptive skills and learn new signs!
    • “NOW FINGERSPELL PRACTICE VOCABULARY LEARN”
      FS Words ASL Signs
      1. Tutor T’s Move forward and backward by the forehead
      2. Honest Dom V moving forward on closed Non-Dom 5
      3. Drunk Y moving in front of nose
      4. Lie Palm down bent B under chin move to the left
      5. Steal V elbow to bent-v by non-dom fist

Wrap-up

  1. Why do you see such a dramatic difference in the cost of these procedures?
      • “YOU THINK BIG COST DIFFERENT WHY?”
  2. Do you agree that medical practices should include their costs upfront?
      • “YOU AGREE MEDICAL PRACTICE INCLUDE COSTS UPFRONT SHOULD?”
  3. Do you think this affects parents’ decisions to give their child a cochlear implant?
      • “YOU THINK PARENT COST INFLUENCE DECISION GIVE CHILD COCHLEAR IMPLANT?”
  4. Do you agree with the current legislation that insurance should cover cochlear implant costs?
      • “YOU AGREE NOW LEGISLATION SAY INSURANCES  PAY-FOR COCHLEAR IMPLANT SHOULD COSTS”

Lab students need to be sent the Homework Article in the chat and come prepared with at least one question and one comment for next week’s lab on Health Care Pt. 2

Deaf Culture

Members of the Deaf community and parents of Deaf children face not only the challenges of controversial views on cochlear implants among the Deaf community but also the financial burden the procedure comes with.

End of Lab:

  • Sign or show Can-Do statements once more and have students evaluate their confidence
    • (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
  • Encourage students to be honest in their self-evaluation
  • Pay attention, and try to use feedback for future labs!

Can-Do Statements

NCSSFL-ACTFL Can-Do Statements:

  • I can participate in discussions about the benefits and disadvantages of public health care costs.
  • I feel comfortable expressing cost without limit.
  • I can discuss possible considerations for getting cochlear implants.

License

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Let's Chat! American Sign Language (ASL) Copyright © 2023 by Armilene Cabreros; Audra Dooley; Claire Oberg; Collin Dauenhauer; Delaney Obaldia; Emily Harrison; Amber Hoye; Emma Wilkinson; Gabi Jones; Izabelle Finner; Jacob Steele; Kate Maryon; Madison Mackey; Megan McAllister; Monica Potts; Rebecca Mulgrew; Robyn Holland; Samantha Showers; Sarra Foerster; Serena Krause; Sophia Orm; Tiana Gratiot; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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