Demystifying Disabilities in the ASL Classroom

Debbie Colbert Debbie is a third-generation Deaf individual from an ASL-rooted family, making ASL her native language. She has been happily married for 30 years and is a proud mother of two grown children. She earned her Master’s in Sign Language Education from Gallaudet University in 2017 and is currently an ASL lecturer. Passionate about language and education, she has also taught linguistics at McDaniel College and led ASLTA linguistics classes for two summers. Debbie has always dreamed of hosting her own talk show, but since mainstream media has yet to embrace Deaf-led programming, she found another way by giving presentations. Sharing knowledge and engaging audiences has become a fun and fulfilling hobby for her. With a deep love for ASL and its rich linguistic diversity, Debbie is dedicated to educating others and celebrating the beauty of signed language.

“Accents in Spoken and Signed Languages: Understanding Linguistic Diversity“

Accents exist in every language, reflecting regional, cultural, and personal influences, yet their presence in spoken languages is often more widely recognized than in signed languages like ASL. This presentation will explore how variations in signing styles shaped by location, culture, and individual expression—parallel spoken language accents. Attendees will:

Learn about the diversity of spoken language accents and how they influence communication.
Understand the factors that create “accents” or variations in ASL.
See real-life examples that connect spoken accents to signing styles.
Gain practical strategies for explaining these concepts to ASL students when they encounter differences in signing.

This presentation offers a unique perspective that deepens understanding and appreciation of linguistic diversity in both spoken and signed communication.

Dr. Cynthia Sanders Dr. Cynthia Sanders began her academic career as an adjunct professor teaching American Sign Language at Onondaga Community College in Syracuse, NY, in 1986. She was hired as a faculty member at the National Technical Institute for the Deaf (NTID) in 1998. During her tenure, she served as an assistant and associate professor in the Department of American Sign Language and Interpreting Education. In 2014, Sanders accepted a position as chair of the Department of American Sign Language and Deaf Studies at Vincennes University. To be closer to her family, Dr. Cynthia Sanders returned to NTID in 2023, working with the team of faculty and staff members in the same department. This year marks her 40th year of teaching ASL and Deaf Studies in her academic career. Sanders received her Doctor of Arts degree from the State University of New York at Albany, NY, in 2001. Her dissertation was titled The Application of Speech Act Theory to American Sign Language. She also earned a Bachelor of Science degree and a Master of Arts degree from Syracuse University in 1995 and 1996, respectively. Dr. Cynthia Sanders has developed a new research agenda, which includes the following: curriculum-based ASL assessment for course placement, an overview of ASL curricula used in K-12 settings and colleges/universities, the use of discourse features in ASL, and the co-creation of the co-articulating ASL and interpreting education curriculum.

“Curriculum-Based American Sign Language: Language Proficiency Assessment“

American Sign Language (ASL) enrollment continues to grow steadily in high schools and colleges across the United States. According to the Modern Language Association’s 2020 survey, ASL is the third most studied modern language in colleges and universities. Similarly, the American Council on the Teaching of Foreign Languages (2017) reported that 621 high schools offer ASL programs, making it the sixth most studied modern language at the high school level.

Despite the increasing popularity of ASL, there is no standardized placement test for students transitioning from high school to advanced ASL courses in college. Instead, most institutions rely on instructors to conduct informal “homemade” course placement interviews. These interviews typically last 10–15 minutes and involve basic conversational questions on topics such as name, family, location, and transportation. Based on this short interaction, the instructor assigns the student to a course level. While this method is convenient, it raises significant concerns regarding the validity and reliability of placement decisions.

Challenges in ASL Placement
One major issue with homemade placement interviews is their lack of validity and reliability. These assessments are subjective, and their results are not supported by systematic data collection or analysis. Consequently, the accuracy of placement decisions is often questionable, leading to potential mismatches between students’ skills and the courses they are assigned.

Another challenge stems from the diversity of ASL curricula used in high schools. For instance, a student may complete ASL I and II using the Signing Naturally curriculum in one state and transfer to a school or college using the Master ASL curriculum. Placement interviews designed around a specific curriculum may not accurately assess the student’s knowledge and skills acquired through a different curriculum. This mismatch creates inconsistencies in evaluating ASL proficiency and determining course levels.

Proposed Solution: ASL-LPA
To address these challenges, I developed and created the development of a standardized, curriculum-based ASL Language Proficiency Assessment (ASL-LPA). This tool would provide a reliable and data-driven method for evaluating students’ ASL proficiency and assigning them to appropriate course levels. The ASL-LPA consists of three key components: 1) Short Narratives – Measures students’ ASL vocabulary knowledge.
2) Grammar Knowledge Assessment – Assesses understanding of ASL grammatical structures, and 3) Deaf Culture KnowledgeAssessment – Evaluates knowledge of basic Deaf culture and community norms. Students would complete the ASL-LPA after taking ASL I and II courses in high school or college. Their scores on each component would be combined to determine their entry level for ASL courses.

This research project involves collaboration with instructors from various institutions to implement the ASL-LPA and collect data securely. My presentation will focus on two parts: 1) the bird-eye view mapping of four ASL curriculum that are used to teach in K-12 settings and colleges/universities and 2) the development and creation of a new assessment called the ASL-LPA.

Bethany Davis Bethany Davis has been working in the educational field since 2007. She grew from a Deaf Education paraprofessional to a full time ASL teacher. She helped write the ASL curriculum for two different school districts and piloted the ASL program at Eagle Mountain Saginaw ISD, where she currently teaches and mentors. She has presented at the local, state, national, and international levels in ASL instruction and community building. Bethany wishes to continue collaborating with the Deaf community and ASL teachers to provide best practices in language instruction and ASL retention for both Deaf and Hearing students.

“Decoding the ACTFL Proficiency Standards“

This presentation will outline the new 2024 ACTFL standards in relation to ASL proficiency to help teachers 1) Understand the meaning of the new standards and 2) Help plan their assessments and goals in relation to the new standards.
If time, we will collaboratively create rubrics to coordinate the current units of study to the new ACTFL standards for teachers to take back to their classrooms/departments.

Erika Stebbings Erika Stebbings, M.A., has been an ASL educator for 9 years. Erika has experience working in different educational settings at colleges and universities and not-for-profit organizations for providing sign language services and sign language instructor training. Erika’s sign language Instructional training experiences included training sessions and presentations on Deaf Culture, ASL Structure, Linguistics, and the Signing Naturally series (Units 1–25). Erika has developed several curriculums for different kinds of ASL-related courses. Erika obtained her undergraduate degree in Social Work and received a master’s degree in Sign Language in Education from Gallaudet University. Erika has received a certificate for the completion of the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, and Assessment provided by Sign Language Institute Canada and received SLIC ASL Instructor Certification.

“Digital Education: Methods and Tools – Uncomplicated and Simple!“

This presentation covers digital education methodologies and tools with the aim of identifying and analyzing different procedures that maximize potential in the learning process. Participants will become familiar with a spectrum of practices by using various methods and tools of online teaching and platforms. This presentation will have participants understand how they can introduce digital learning in the classroom by using technology to strengthen a learner’s learning experience in American Sign Language.

Pamela Macias Pamela is culturally Deaf and is a full-time ASL instructor at the University of Colorado Boulder. She holds a graduate degree in Social Science & Law in Deafhood Studies from the University of Bristol, UK. She published her study as a chapter in ‘Interdisciplinary Approaches to Disability,’ vol. 2, focusing on collecting narratives of Deaf education, Deaf identity, and role models. She has enthusiastically taught ASL and Deaf Culture for several years.

Audra McCorkle-Geng Audra is a doctoral student at Lamar University and a full-time ASL instructor at the University of Colorado Boulder. She was born and raised in Colorado and holds a Master’s in Teaching American Sign Language from the University of Northern Colorado. Born Deaf, Audra has been using ASL her whole life. She enjoys teaching ASL and Deaf culture, traveling, training horses, competing at rodeos, and spending time with her dog, Max.

“Empowering Action: ASL Educators and Deaf Organization Collaboration“

This presentation reviews our grant-funded project, supported by a Community Impact Grant under University of Colorado in Boulder, in partnership with a local Deaf organization, Colorado Association of the Deaf. The project, which offers a free, comprehensive ASL crash course, aims to empower community members while fostering inclusive connections and advocating for the civil rights of Deaf individuals.

A key component of the project involves the production of ASL videos, which includes collaborating with students, faculty and the Deaf individuals. This encompasses setting up the filming environment, capturing high-quality footage, and editing the videos to ensure clarity and accessibility. The ASL videos feature local Deaf signers, allowing viewers to gain an authentic and in-depth understanding of the Deaf communities and culture in Colorado.

Throughout the course, we provided an immersive learning experience, combining linguistic and cultural awareness to offer a deep understanding of American Sign Language (ASL) and Deaf culture. The project also aimed to educate participants on advocacy, accessibility, communication, allyship, and equality—key themes within the ongoing efforts of the Deaf organization – Colorado Association of the Deaf. Their mission is to ensure that Deaf individuals in Colorado have access to their human and civil rights. CAD’s work is rooted in civil rights activism, with their key representatives as pivotal roles in guiding our collaboration.
The presentation will include a review of the data we gathered and the impact of the project. This includes a discussion of how immersive learning in ASL can foster inclusive communities, raise self-awareness, and challenge biases. By increasing exposure to Deaf culture, the course contributes to a more diverse society, where participants develop a deeper appreciation for Deaf identities and perspectives. Our project emphasizes the importance of understanding the spectrum of deafness and Deaf identities, recognizing the distinct cultural and linguistic contributions of the Deaf community.

We also highlight the value of strategic partnerships, such as the one between CU Boulder and CAD, to achieve our shared goals. The project’s success is rooted in strong collaborations, which ensure that the course content is both relevant and aligned with the community’s needs. Tips on navigating the grant process and working with a Deaf organization will be shared, offering valuable insights for others interested in similar collaborations.

The presentation will offer an overview of how others can collaborate with Deaf organizations to maximize impact and bring education and exposure to the Deaf community. By fostering these partnerships, we can create opportunities and platforms to amplify Deaf representation in both academic and public spaces.

Finally, the presentation aims to inspire and serve as a model for others who wish to initiate similar projects in their own communities. By sharing our experiences and strategies, we hope to encourage others to collaborate with their local Deaf communities, fostering greater inclusion, education, and advocacy. This initiative demonstrates how impactful partnerships between academic institutions and Deaf organizations can be, and we hope it will motivate others to create similar opportunities for positive change in their own area.

Alli Bloom Allison “Alli” Bloom is a lecturer in the American Sign Language (ASL) program within the Department of Linguistics at Princeton University. Although she initially hesitated to pursue a career in education, Alli discovered her passion for teaching ASL after completing her undergraduate studies. She is dedicated to developing impactful leadership skills to support her students and enhance their learning experiences. Alli earned her Master of Education from Pennsylvania State University, where she specialized in Curriculum and Instruction. Her research focused on students’ attitudes and motivations for learning a second language, particularly ASL. Currently, she is pursuing a doctoral degree in Educational Leadership and Management at Drexel University. She holds a professional certification from the American Sign Language Teachers Association (ASLTA). Previously, Alli served as an adjunct ASL instructor at The College of New Jersey and Villanova University. She also worked as an ASL tutor at Bloomsburg University and taught continuing education courses at Bucks County Community College.

“Faculty Discussion: How to Go from Being a Good Teacher to a Great Teacher?”

I am excited to propose a workshop dedicated to exploring the essential elements that differentiate a good teacher from a truly exceptional one. This session, ideally formatted as a roundtable or workshop, aims to immerse participants in a comprehensive and thought-provoking discussion centered around the characteristics, techniques, and philosophies that can elevate teaching practices to extraordinary levels.

I will facilitate the conversation by providing engaging questions and guiding participants through a lively dialogue. Key points will be highlighted to support individuals in reflecting on their own teaching journeys and discovering ways to enhance their effectiveness as educators. This workshop is not just about enhancing your teaching skills but also about your personal growth as an educator. I can share an outline detailing the workshop agenda prior to the conference for your reference. I am also open to suggestions.

The field of American Sign Language (ASL) education has experienced a significant surge in popularity in recent years, leading to increased recognition and respect for ASL educators. As I discovered in one of my master’s courses, what you teach is important, but how you teach and who you are as a teacher are paramount. In this ever-evolving landscape, it is crucial to recognize the increasing diversity of our student body. This diversity presents both unique challenges and exciting opportunities for educators to adapt their methodologies and grow professionally. I will share practical tips on fostering inclusion in the classroom, building trust among students, and creating a sense of community within the class, all while embracing this diversity.

During the workshop, we will explore various leadership styles that can empower teachers and students to reach their full potential. By examining different leadership approaches we can learn how to cultivate an inclusive classroom atmosphere that fosters encouragement, creativity, and motivation. Every student deserves to feel valued, and together, we will explore strategies to ensure that all voices in the classroom are heard (or in our case, seen) and respected.

I will also share and discuss a range of effective teaching strategies that have proven successful (with references). We will focus on identifying the essential qualities defining exceptional educators, such as empathy, adaptability, resilience, and enthusiasm. By recognizing and cultivating these qualities within ourselves, we can significantly enhance our impact in the classroom and create lasting, positive experiences for our students.

An essential aspect of this discussion will be creating an open and supportive environment where participants can share their experiences, insights, and challenges as educators. By learning from one another’s journeys, we can broaden our understanding of what it means to be an effective educator and develop a strong sense of community among faculty members.

Do you aspire to go from a good teacher to a great teacher? If so, I would be thankful for the chance to invite our ASL educators to join me on this journey toward excellence in education. Together, let’s unlock our potential and enhance our classrooms as we work collaboratively to make a meaningful difference in the lives of our students and support their growth and success for years to come.

Dr. MJ Bienvenu A native ASL signer, MJ Bienvenu received her BA in English and MA in Linguistics from Gallaudet University in 1974 and 1983, respectively. She received her Ph.D. in Linguistics specializing in Lexicography from Union Institute and University in 2003. She was a professor at Gallaudet University until her retirement in 2019 and is now a Professor Emerita. Her biggest passion is teaching in the MASLED program at Gallaudet. In addition to teaching, MJ has presented workshops and served as plenary speaker on topics related to ASL, culture, interpretation, being Deaf and various -isms. She is also one of pioneers as an ASL teacher.

“The 1st Monolingual Dictionary: Elevating the Status of American Sign Langauge”

The release of the first-ever Monolingual ASL Dictionary marks a groundbreaking milestone in the recognition and representation of American Sign Language (ASL) as a complete and independent language. Unlike existing ASL translating dictionaries, which rely on English to interpret signs, this comprehensive dictionary is fully rooted in ASL. Each entry is presented in ASL and includes key linguistic elements: the headsign (sign entry), sign class (part of speech), multiple definitions or senses of the headsign, inflection indications, ASL sentences, regional variations, and usage information. This innovative resource is designed to enrich ASL users’ understanding of their language on its own terms, without the need for translation into a spoken or written language. We can add that users will be able to look up signs using ASL features such as hanshape, location and basic motion. Research into commonly used signs was used to prioritize entries and follow the standards for any dictionary, which require signs/words to be “published.” This dictionary relied on video-based content to identify core signs.

This dictionary is a vital tool for advancing ASL’s recognition and prestige. A monolingual dictionary is a hallmark of any language’s legitimacy and cultural value. It demonstrates that the language is robust and capable of providing explanations within its own framework. This self-contained approach elevates ASL’s status and fosters greater respect for it as a rich linguistic and cultural entity. It also reinforces the identity of the Deaf community, empowering ASL users by giving them a resource specifically tailored to their language.

In addition, the dictionary addresses a critical need for accessible, comprehensive ASL linguistic tools that support both native signers and learners. By focusing on ASL’s internal logic and structure, this dictionary not only celebrates the language but also contributes to its preservation and growth. The release of this dictionary is a profound step toward ensuring that ASL receives the recognition and respect it deserves as a fully-fledged language.

Elayne Fife-Collier Dynamic ASL Instructor with over 24 years of experience and Master certification from the American Sign Language Teachers Association. I hold three degrees: a bachelor’s from Utah Valley State College with a double major in Psychology and Deaf Studies, a master’s in Deaf Education from McDaniel College, and a degree in Sign Language Education from Gallaudet University. Since 2000, I’ve taught ASL at K-12 and university levels. Currently, I am a full-time faculty member at NTID/RIT for ASLIE, serve as Modern Language Culture Coordinator, and actively contribute to the award-winning Dr. Barbara Kannapell Project committee. Presenter Bio in ASL: https://youtu.be/zbdNMlQdYBw

Elisa Velez A Deaf Latina from New England is an alumna of the American School for the Deaf and holds a Bachelor’s in Social Work and a Master’s in Sign Language Education from Gallaudet University. With over 20 years of experience in human services, Elisa has also been an Adjunct ASL professor for the past decade. Known for her significant contributions to the Deaf community, she co-founded The Velez Deaf Sisters Show, a platform for promoting Deaf culture and talent. Currently a faculty member at RIT/NTID in the ASL and Interpreting Education department, Elisa is dedicated to advancing ASL academia. She is also involved with Dr. Barbara Kannapell’s Project – ASLTA committee, which focuses on LGBTQIA2S+ and its impact on Deaf culture. Elisa continues to be a passionate advocate for Deaf communities, education, and cultural awareness. Co-Presenter bio in ASL: https://youtu.be/GxcqKdMNT88

“Integrating Queer Deaf Narratives in ASL & Deaf Studies Classroom“

The Dr. Barbara Kannapell Project (BKP) developed a unique curriculum to address the needs of LGBTQIA2S+ individuals, with a particular focus on Deaf people. This curriculum seeks to create an inclusive educational framework for lesbian, gay, bisexual, transgender, gender-expansive, queer, questioning, intersex, asexual, and two-spirit (LGBTQIA2S+) identities, aiming to reflect the experiences of Deaf LGBTQIA2S+ individuals. Seven U.S. states — California, Colorado, Illinois, Nevada, New Jersey, Oregon, and Washington—currently mandate the inclusion of the LGBTQIA2S+ curriculum in K-12 education. California’s FAIR Education Act also requires LGBTQIA2S+ history to be taught. In light of these laws, there is an increasing responsibility to expand existing curricula to specifically address the experiences and languages of LGBTQIA2S+ Deaf individuals.

Historically, Deaf LGBTQIA2S+ individuals often had to leave their Deaf communities to explore their sexual identities. Accessing information about queer identities meant relying on English-language resources such as gay newspapers or books, which were often inaccessible in American Sign Language (ASL). The BKP seeks to change this by developing resources in ASL that provide relevant and inclusive information about LGBTQIA2S+ experiences.

The ultimate goal of this project is to foster safer, more inclusive educational environments for Deaf LGBTQIA2S+ youth, where they can access information about their sexual identities within their own community. By offering LGBTQIA2S+ content in ASL, we aim to ensure that younger generations of Deaf LGBTQIA2S+ individuals do not feel the need to leave their Deaf communities to find resources. The BKP’s curriculum focuses on empowering Deaf LGBTQIA2S+ youth, offering valuable resources related to their experiences in art, literature, and history.

Additionally, the curriculum addresses the resistance faced by Deaf LGBTQIA2S+ individuals both within the Deaf heterosexual community and the broader hearing LGBTQIA2S+ community. The aim is not only to educate but also to build bridges, challenge stigmas, and promote understanding across communities. By highlighting the struggles and successes of LGBTQIA2S+ Deaf people, the BKP curriculum encourages acceptance and inclusivity while fostering a greater sense of pride and belonging for Deaf LGBTQIA2S+ individuals.

As committee members of the BKP, we are committed to developing comprehensive lesson plans and instructional tips for educators to effectively teach LGBTQIA2S+ content. Our work is dedicated to building a future where Deaf LGBTQIA2S+ individuals can openly explore their sexual identities without leaving their communities and where they can feel supported and understood in both Deaf and LGBTQIA2S+ spaces.

In conclusion, the BKP curriculum represents a vital step in changing how Deaf LGBTQIA2S+ individuals are represented and supported in educational settings. Through the creation of accessible resources in ASL and a focus on inclusivity, we hope to empower Deaf LGBTQIA2S+ youth and provide them with the tools they need to navigate their identities in a safe, affirming, and inclusive environment, and celebrate their sexual and gender identities without shame.

Filipe Vendade de Sousa PhD in Law from the Law School at the University of Minho (Portugal, 2018). Postdoc focused on the interdisciplinary study of Law, Sociology, and Culture at the Centre for the Study of Communication and Society at the University of Minho (Portugal, 2021). University professor and jurist specializing in Human Rights. Professor at the Lisbon School of Law at the Catholic University of Portugal and at the School of Education at the Polytechnic University of Porto (Portugal). Collaborating researcher at the Center for Research in Justice and Governance at the University of Minho (Portugal). He is the author of several published works on various topics, including the legal recognition of sign languages. He is an active member of the Deaf community and its associative movement in Portugal, and consequently, he fights for the rights and interests of deaf people and the recognition of Portuguese sign language as a fundamental right.

Video: COMING SOON

“Legal Recognition and Implementation of Bilingual Education in Sign Language“

The global recognition of sign languages highlights the vital importance of bilingual education for deaf communities. This educational approach empowers deaf individuals to access knowledge, history, and culture through curricula and resources developed in their native language. Despite its significance, critical questions remain: is the right to bilingual education for deaf people effectively guaranteed by law? What does this right truly entail in practice?

Bilingual education in the context of sign languages involves two fundamental dimensions: (1) the right to learn and engage with sign language as a minority language, which is central to the linguistic identity and cultural heritage of the deaf community, and (2) the right to use sign language as the primary language of instruction at all educational levels. These dimensions go beyond the provision of sign language interpretation services, which facilitate communication but do not substitute for the linguistic role of sign language as a medium of education.

The teaching of sign language plays a crucial role in preserving and promoting this specific linguistic heritage within multilingual societies. However, the insufficient implementation of legal protections frequently marginalizes sign language education, treating it as an auxiliary measure rather than an essential human right. As a result, educational systems often fail to fully guarantee deaf children the opportunity to learn and thrive in their own language.

Legal frameworks governing sign language education differ significantly across jurisdictions. In the United States, for instance, state-level policies regarding American Sign Language (ASL) reveal varying degrees of recognition and implementation. Similarly, European countries demonstrate inconsistent levels of commitment to integrating sign language into their educational systems. This study examines these frameworks, evaluating their adherence to international legal standards for linguistic and educational rights, particularly those protecting minority communities.

The research also explores the legal obligations of selected American and European states to deliver high-quality education that meets international norms for minority rights. Furthermore, it compares the experiences of deaf communities with those of other linguistic minorities to assess whether these rights are equitably upheld. By addressing these disparities and emphasizing the central role of sign language in bilingual education, this study advocates for stronger legal protections and more effective implementation of linguistic and educational rights for deaf communities worldwide.

Dr. Bridget Klein (Master) Dr. Bridget Klein hails from Wisconsin and grew up on a small family-owned dairy farm. Her passion focuses on leveraging creativity to tell and listen to stories. She loves collecting old photographs and archival documents. She also enjoys spending time in libraries surrounded by old books. She graduated with a Bachelor’s degree from Keuka College, focusing on ASL in 2003. In 2004, she enrolled at Gallaudet University and graduated with two masters degrees: the first is in Teaching Sign Language (2006) and the second is in Deaf Cultural Studies (2007). She also graduated with a certificate in Deaf History. In 2022, Dr. Klein graduated with a Doctorate of Philosophy from American University. Currently, she conducts research about language and Deaf queers over 60 years old. Dr. Bridget Klein has served as a faculty member of the ASL/English Interpreting Program at the Commonwealth University of Pennsylvania – Bloomsburg campus for over 10 years.

“The Power of Collaborative Research: Towards a Framework that Acknowledges and Addresses the Forgotten Legacy of Lesbian/Gay/Bisexual Deaf Individuals“

This presentation addresses the forgotten history of Lesbian, Gay and Bisexual of Deaf people by highlighting both original ethnographic research and the collaborative work between a university and the LGBTQIA2S+ Deaf Community. As anthropologist Luke Lassiter explained, the major goal for anthropologists is to engage in collaborative partnerships between researchers and local communities to enact positive social change. As Luke Lassiter emphasized, the most important aspect of collaborative research is building trust and providing opportunities for interviewees to be involved in the process (Lassiter 2008).

In this presentation, I draw from my doctoral work at American University in Anthropology. My dissertation is entitled: Aging Deaf Lesbians: A Study of Stigmatization, Marginalization, Resistance and Resilience from 1945 to 2020. I have now shifted my research focus to more broadly include the sexual identity of LGBTQIA2S+ individuals who are 60 years old or older.

Among the many lessons I learned from my dissertation, in this presentation, I plan to discuss the importance of collaboration in unearthing the forgotten, ignored, and/or hidden historical sources from our communities. I plan to detail the collaborative methodology and research I conducted with several elderly Gay/Lesbian Deaf participants. The purpose of utilizing collaboration, rather than writing about the participants as subjects, was to create a safe space for elder lesbian and gay individuals to share their stories.

In collaborative efforts, my role as an assistant professor at the University of Pennsylvania allows me to provide valuable resources. With access to publication sources, I facilitate information sharing. Additionally, I contribute technological support for digitizing old artifacts and offer space for storytelling through digital recording. However, the community brings indispensable personal experiences, including intricate knowledge of individuals, places, and memories. This mutual collaboration is paramount for the success of our research endeavors.

	Dr. John Pirone
	Dr. Jason Listman

VIDEO COMING SOON

“Researcher’s Sessions: Writing Strategies and Tools”

Note: the researcher’s sessions are a new addition to the conference to support and elevate the research efforts in sign language education. 

Struggling with writing for academic publication? This workshop offers practical strategies and tools to help you develop a strong, publishable article.

We’ll cover:

• Article Structure – The key components of a publishable manuscript, including the introduction, literature review, methodology, results, and discussion.
• Writing Strategies – Techniques to boost productivity, refine your voice, and avoid common pitfalls.
• Navigating Peer Review – Journal selection, responding to reviewer feedback, and increasing publication success.
• Essential Tools – Digital resources for writing, organization, and reference management.

Presenters will share some of their own manuscripts to illustrate key concepts and provide insights into the publishing process. Designed for researchers at all stages.

	Dr. John Pirone
	Dr. Jason Listman

VIDEO COMING SOON

“Researcher’s Sessions: How to Apply Research to Practice”

Note: the researcher’s sessions are a new addition to the conference to support and elevate the research efforts in sign language education. 

Bridging the gap between research and practice is essential for ASL education. This workshop, which takes a hands-on, interactive approach, focuses on integrating research into ASL teaching, assessment, and curriculum development.

Participants will:

• Review selected research articles on ASL education.
• Discuss key findings and their implications for teaching, assessment, and curriculum.
• Engage in a group activity to analyze an article and develop practical strategies for application.

This workshop, designed to strengthen confidence and skills, equips participants with tools to effectively translate research into classroom practice.

	Dr. John Pirone
	Dr. Jason Listman

VIDEO COMING SOON

“Researcher’s Sessions: Advancing ASL Education Beyond What We Know”

Note: the researcher’s sessions are a new addition to the conference to support and elevate the research efforts in sign language education. 

This think tank session provides a collaborative space for researchers to identify critical gaps in ASL education research and discuss key areas that require further exploration. Participants will engage in dialogue on pressing issues, share insights, and strategize on what needs to be published to advance the field. This is an excellent opportunity to collaborate with other brilliant minds and embark on a new research effort. 

	Dr. John Pirone
	Dr. Jason Listman

VIDEO COMING SOON

“Researcher’s Sessions: Writing Session”

Note: the researcher’s sessions are a new addition to the conference to support and elevate the research efforts in sign language education. 

This session provides a quiet, distraction-free environment for researchers to dedicate time to writing their articles. Surrounded by fellow researchers, participants can focus on their work in a supportive, structured setting designed to enhance productivity.

The writing time consists of three sessions. The first two sessions are dedicated to uninterrupted writing, allowing participants to make progress on their manuscripts. In the third session, researchers will exchange drafts for peer feedback, offering fresh perspectives and constructive insights to strengthen their work.

Ben Jarashow Ben Jarashow, a California native, graduated from Gallaudet University in 2004 with a Bachelor’s degree in Deaf Studies. He obtained his Master’s degree in Deaf Studies: Cultural Studies in 2006, also from Gallaudet University. His Master’s thesis focused on developing criteria for a better quality of ABC storytelling. He is a Senior Lecturer in the Deaf Cultural Studies program in the Department of Liberal Arts at the National Technical Institute for the Deaf/Rochester Institute of Technology. He has also traveled all over the country giving ASL performances and workshops covering a wide range of topics in the ASL and Deaf Studies field. He lives in Rochester, New York with his wife, Kat, and their children, Boone, Cypress, and Wilder.

“Taming the Monster: Eric Malzkuhn vs. Jabberwocky!“

In this presentation, we explore how Eric “Malz” Malzkuhn’s translation of Lewis Carroll’s Jabberwocky from English to American Sign Language (ASL) became a defining moment in his career as an ASL storyteller and actor. Malz’s translation of the well-known nonsense poem not only propelled him into the spotlight but also played a key role in his rise to prominence within the ASL community. His interpretation of Jabberwocky was groundbreaking in its creativity and expressiveness, capturing the essence of Carroll’s playful language while adapting it to the visual and spatial nature of ASL.

Malz’s work with Jabberwocky led to his involvement with the National Theater of the Deaf, where he became a celebrated performer and a pioneer in the world of ASL literature. The poem’s blend of nonsense and meaning posed unique challenges for translation, and Malz’s approach pushed the boundaries of what ASL storytelling could achieve. His performance style, rich in visual imagery and dynamic movement, added a new dimension to the poem, making it accessible and impactful for Deaf audiences.

What made Malz’s translation stand out? How did he navigate the challenge of translating Carroll’s whimsical language into a form that conveyed both its absurdity and its narrative? These are some of the key questions we will address in this presentation. By examining the nuances of Malz’s translation, we’ll also uncover the broader significance of Jabberwocky within the context of ASL literature, and how Malz’s work continues to inspire generations of Deaf artists and storytellers.

Stefanie Amiruzzaman (Certified) Stefanie Amiruzzaman, Ph.D., is an ASL/Deaf Studies Coordinator and an Assistant Professor in the Department of Languages and Cultures at West Chester University in eastern Pennsylvania. Dr. Amiruzzaman teaches American Sign Language courses. She holds a Ph.D. in Evaluation and Measurement, an M.Ed. in Deaf Education, and a B.A. in American Sign Language, all from Kent State University, Ohio. She has previous experience teaching several undergraduate levels of ASL and Deaf culture courses at Princeton University, New Jersey, the University of Akron, and Kent State University, both in Ohio. Dr. Amiruzzaman also taught undergraduate and graduate-level ASL courses at Ball State University, Indiana. She is an ASLTA-certified member and a lifetime member of the Pennsylvania State Association of the Deaf (PSAD).

“Teaching American Sign Language to Students with Special Needs”

This interactive one-hour session aims to create a supportive and collaborative space for participants to share their experiences and insights on teaching ASL to students with special needs. This is a critical yet under-researched area in ASL education that requires increased attention. The rising number of students with special needs in classrooms today is influenced by several factors, including advances in diagnostic and identification processes, greater awareness and advocacy by parents, disruptions caused by the COVID-19 pandemic or other public health crises, and an expanded definition of disability. These developments have led to a significant increase in the number of students requiring additional support services in schools and colleges. Consequently, educators are encountering new challenges in adapting their teaching methods while simultaneously facing resource constraints as they strive to provide these learners with equitable opportunities to succeed.

To address this pressing issue, the session will begin with a presentation of real-world scenarios from my experiences teaching ASL to students with special needs, such as those with autism, intellectual disabilities, and ADHD. These examples will highlight the unique challenges and opportunities involved in teaching ASL to this diverse population. Following the presentation, participants will engage in structured group discussions designed to encourage the exchange of ideas, strategies, and practical solutions. This interactive format will enable participants to learn from one another’s experiences and collaboratively explore best practices for meeting the needs of students with special needs in ASL education.

Additionally, the session will emphasize the importance of equipping educators with resources that address the specific needs of these learners. To this end, I will share tools, materials, and strategies that have proven effective in my teaching practice. Participants will also be encouraged to share resources they have found helpful, further enriching the collective knowledge base. By the end of the session, attendees will leave with actionable insights and a network of peers committed to enhancing the quality of ASL education for students with special needs. This session seeks to empower educators by fostering a community of shared learning and support, ultimately contributing to more inclusive and effective teaching practices in ASL classrooms.

	Elizabeth Jean-Baptiste Elizabeth Jean-Baptiste, Associate Professor at the University of Cincinnati, has been an RID Certified interpreter since 2000, an interpreter educator since 2005, and an ASL instructor since 2018. Her global experience includes Peace Corps service in Kenya and Zambia, supporting Deaf communities, teachers of the Deaf, signed language educators, interpreters, and linguists. She has also worked with Addis Ababa University, Discovering Deaf Worlds in the Philippines, and organizations like the Kenyan National Association of the Deaf and the Cincinnati African American/Black Interpreter Collaborative. A passionate advocate for social justice and equity, Elizabeth’s research focuses on transformative pedagogies and advancing interpreter and second language education. She brings over 20 years of expertise to inspire and empower ASL educators.
	Sherri Barksdale Sheri is an Associate Professor at the University of Cincinnati Blue Ash College and serves as the Chair of the Department of Language and Culture Studies. With a robust background as an ASL interpreter, she has experience spanning from pre-school to post-graduate levels, as well as interpreting Video Relay Service (VRS). Sheri began her teaching career in American Sign Language (ASL) at the high school level before advancing to post-secondary education. For the past 14 years, she has been a dedicated full-time faculty member, committed to fostering an inclusive and dynamic learning environment. Her passion for language and culture is evident in her leadership and teaching, as she continually works to enhance the educational experiences of her students. Sheri’s expertise and dedication make her a vital part of the community, where she inspires both colleagues and students alike.
	Sara Bianco Sara Bianco (she/her) is a Deaf member of a Deaf family that spans four generations. She teaches American Sign Language and Deaf Studies courses at the University of Cincinnati. She also enjoys teaching, interpreting, co-navigating, working, and volunteering in different capacities. Her personal lived experiences, as well as those of her family members and others in the Deaf community, inform her work, which she believes contributes to a collectivistic movement driving a paradigm shift in views and attitudes toward Deaf people and communities. She received her Bachelor’s degree from Rochester Institute of Technology in Professional and Technical Communication.
	Emma Kist Emma Kist is an Associate Professor at the University of Cincinnati, where she has been teaching ASL and Deaf Studies courses since 2011. After becoming profoundly deaf at 17, she obtained a BS in Special Education with a Specialization in Signed Language Interpreting and graduated in 2022 with a Master of Education in Curriculum and Instruction from the University of Cincinnati. She is passionate about curriculum design and trying new ideas in the classroom. She works to bridge the hearing community in which she grew up with the Deaf community in which she has found belonging. In addition to teaching, Emma works with several local art and theater institutions on different accessibility initiatives. Emma has been working for the ASLTA’s national professional development conferences since 2020 and is deeply grateful for the people she has met along the way.

“Threshold Concepts and Collectivist Decision-Making in Curricular Revision of ASL and Deaf Studies Certificate Programs“

In the ever-evolving landscape of language education, American Sign Language and Deaf Studies (ASLDS) programs are increasingly called upon to adapt and innovate. Institutions of higher learning have mission statements like the University of Cincinnati’s that address “creating opportunities, developing educated and engaged citizens, and enriching our global community.” To truly be engaged citizens in a global community, students need knowledge of other languages, cultural awareness, and linguistic skills. In spring 2024, the University of Cincinnati ASLDS faculty completely overhauled their undergraduate certificate program offerings using ‘threshold concepts’ as a curriculum design tool in response to an ever-increasing anti-DEIA climate. Threshold concepts are core ideas that are difficult for students to grasp or even feel counter-intuitive at first but, once understood, ch¬¬ange a student’s perspective on a subject so deeply that their very core beliefs about the subject are transformed.

This workshop aims to introduce other instructors of ASLDS programs to ‘threshold concepts’ as a curriculum design tool, naming strategies, benefits, and challenges in its implementation. In sharing this approach and our journey, we hope that other ASL and Deaf Studies faculty will enjoy a renewed sense of meaning and purpose in designing and teaching courses centered on the values and traditions of diverse Deaf communities.

In and interactive session, participants will be able to define threshold concepts and their significance to ASLDS curriculum design, review the threshold concepts UC faculty defined for their ASLDS certificate program, explore how to align curricular objectives with educational outcomes and community values, and develop strategies for implementing a revised curriculum that fosters inclusivity, community engagement, and academic rigor. Participants will work in groups to critique and provide feedback for refinement to UC’s curriculum and consider if/how they may apply similar threshold concepts to their curriculum designs.

By the end of the workshop, participants will be equipped with a robust framework for curricular revision that honors the cultural values of Deaf communities and enhances the educational experience for students. They will leave with actionable strategies and a deeper understanding of how to integrate threshold concepts and collectivist decision-making into their programs, ultimately contributing to a more inclusive and effective learning environment.

Dr. Melanie Nakaji My name is Melanie Nakaji. I have a Ph.D from the University of Northern Colorado in Rehabilitation Counseling. I’m the lead American Sign Language (ASL) professor and strive to modify my pedagogical strategies to meet students’ learning needs. Most recently, I received a large grant to develop Zero-Textbook Cost (ZTC) courses for all of the courses offered in the ASL major and certificate program. My teaching philosophy centers around the notion that students will thrive in a group environment and when the concept of “fun” is interjected into the course!

Jimmy Beldon Jimmy Beldon is a distinguished Deaf professional with extensive expertise in American Sign Language (ASL), Deaf culture, and interpreter training. A native user of ASL, Jimmy holds a master’s degree in Deaf Education from Western Maryland College and is certified by the Registry of Interpreters for the Deaf (RID) as a Certified Deaf Interpreter (CDI). Jimmy has earned widespread recognition as a communication specialist and certified interpreter, particularly within the legal and court systems. Jimmy’s experience spans over 20 years in providing ASL translations for critical documents and handbooks. Currently, he is collaborating with several places on document ASL translation projects, working alongside talented local professionals and the state of California with a Zero-Cost Textbook project. Jimmy’s dedication to the field, combined with his deep understanding of Deaf culture and communication, has positioned him as a leader and advocate in the interpreting and Deaf communities.

“Tired of Your Students paying for ASL Digital materials? Learn about Zero Textbook Cost (ZTC) Materials”

This presentation will explore the development and implementation of digital OER materials in a Zero-Cost Textbooks (ZTC) course for ASL Level 1. Participants will learn how to download the ZTC materials and integrate the ADAPT curriculum into their own learning management system. This new, free curriculum aims to enhance accessibility and inclusivity in ASL education, particularly in online learning settings. Traditional ASL resources can be expensive and outdated, limiting opportunities for many students. Our project addresses this gap by creating open-access materials that incorporate interactive multimedia elements, diverse learning activities, and culturally relevant content. We will detail the collaborative process involving educators, ASL interpreters, students, and community members in the curriculum development, ensuring culturally relevant pedagogy (CRP). Feedback from pilot programs indicate lower dropout rates, increased engagement, and improved learning outcomes among students using the ZTC curriculum. This initiative promotes equity in language education and aims to foster a deeper understanding of Deaf culture. The effects of implementing these digital materials underscore the potential of OER to transform ASL learning, offering a free, shareable, sustainable model for language programs across the country.

Darren Frazier Darren has been with Hands On Travel for over 10 years, serving as a Tour Leader and ASL Tours Coordinator. He has successfully led more than 20 ASL tours for various universities and high schools, showcasing his passion for bridging travel and culture with the signing community. Darren taught ASL full-time at several universities and high schools for 6 years. His travels have taken him to over 60 countries, with Scotland, Switzerland, France, South Africa, and Japan being among his favorites. Having spent eight years as an expat in Finland and Cambodia, Darren brings a global perspective to his work. He now resides in Tacoma, Washington, with his Deaf partner, Ronise, and their Unilateral Deaf daughter, Franki.

“Why Study Abroad is Essential for Sign Language Learners: Unlocking Global Deaf Perspectives“

The value of studying abroad for sign language learners extends far beyond mastering vocabulary or perfecting grammar. It is a gateway to understanding the rich diversity of Deaf culture and history across the globe. This presentation is designed to inspire teachers, professors, and students in High School, Higher Education, Deaf Studies, and Continuing Education to recognize the transformative impact of deaf-centric study abroad programs, especially those led by Deaf guides.

Imagine the power of walking through the streets of Paris or Tokyo, not as a tourist, but as a learner immersed in the lived experiences of Deaf people. Deaf-centric tours allow participants to engage directly with Deaf communities worldwide, offering unparalleled opportunities to see how Deaf culture and sign language evolve in different countries. This experience fosters cultural humility, enhances linguistic competence, and creates a lasting appreciation for the global Deaf community.

The Unique Value of Deaf-Centric Tours
A key feature of Deaf-centric tours is that they are led entirely by Deaf guides. This ensures an authentic and immersive experience for participants. Guides bring their personal stories, expertise, and cultural knowledge to life, helping students connect deeply with the Deaf world in ways that books or classroom lessons cannot replicate. Deaf guides provide a unique lens on history, art, and culture while simultaneously serving as role models for Deaf students.

Immersive Experiences for Sign Language Learners
Deaf-centric study abroad programs are structured to include a variety of learning opportunities, such as:
• Meeting Deaf Tour Guides: Participants interact with multiple Deaf guides who showcase different signing styles, dialects, and cultural nuances, enriching students’ understanding of the diversity within signed languages.
• Visiting Deaf Schools: Students witness firsthand the education systems for Deaf children in different countries, exploring how Deaf education varies and what cultural values are embedded in these institutions.
• Learning Deaf History and Language: Through visits to museums and historic sites, students delve into the stories of Deaf leaders, the evolution of signed languages, and pivotal moments in Deaf history.
• Engaging with Deaf Communities: These programs encourage participants to connect with local Deaf people, fostering cross-cultural dialogue and lifelong friendships.

Why It Matters
For students of American Sign Language or other signed languages, these tours represent more than an academic opportunity—they are a journey into cultural and linguistic fluency. Experiencing Deaf culture on an international scale broadens their perspective, enabling them to understand the challenges and triumphs of Deaf communities worldwide. They return with a greater sense of purpose, empathy, and an appreciation for diversity within the global Deaf community.

For Teachers and Professors
Study abroad programs also offer tremendous benefits to educators. Teachers and professors who accompany these tours gain firsthand insight into the global context of Deaf culture and education, enriching their curriculum and teaching practices. The experiences allow them to inspire their students with real-world examples of Deaf empowerment, resilience, and innovation.

Conclusion
Studying abroad is an essential tool for sign language learners seeking to grow beyond the classroom. Deaf-centric tours, led by Deaf guides, create a rare and transformative experience that fosters cultural understanding, strengthens linguistic skills, and cultivates a deep respect for Deaf history and culture. Whether you are a student, a teacher, or an advocate, these programs open doors to a world of learning and connection that will stay with you forever.

Joanna Witulski Joanna Witulski has been teaching ASL for 20+ years, starting at the college level and now teaching at a high school in Indiana, where she is also an advisor for the ASLHS chapter. She has taught ASL in the community. Joanna obtained her Masters from Gallaudet in Sign Language Education in 2014. She is involved with the Indiana Foreign Language Teachers Association as a participant and a presenter. Certified with ASLTA, she serves on the Bylaws Committee. Joanna is married to Don and has two teenage CODAs, a deaf dog and a turtle. She enjoys reading, participating in organizations, attending workshops, discussions about languages, humanity, and life in general, biking, traveling, and being creative.

“Working with State Foreign Language Associations”

While ASL has gained recognition at the national level, we still struggle with ASL recognition at the state levels. This presentation/workshop will provide tools, resources and ideas for working with your state organization for foreign languages. There is always something to learn from someone.

Joanna will share her experience working with Indiana Foreign Language Teachers Association and present challenges in being a part of the association as a teacher and a native bilingual user. We will discuss how important it is to be a part of the state levels and placing ASL on an equal footing with other languages.

ASL is a native foreign language, a dichotomy due to our history in the country (USA). We should not need to isolate ourselves on the basis of language and culture and expect other foreign language teachers to understand what we are going through in the field of education and research. We need to bring ASL and deaf culture on the platform, to educate and create an allyship amongst other languages and cultures.