Sign language school teachers educate non-age-specific students in sign language. They teach sign language to both students with or without special educational needs such as deafness. They organise their classes using a variety of lesson materials, work interactively with the group, and assess and evaluate their individual progress through assignments and examinations.
Here are some typical duties of sign language teachers:
Design and develop comprehensive sign language curricula that cover basic to advanced levels of proficiency. Create lesson plans, instructional materials, and activities that align with educational standards and cater to diverse learning needs and styles.
Teach the fundamentals of sign language, including fingerspelling, vocabulary, grammar, sentence structure, and conversational skills. Provide demonstrations, visual aids, and hands-on practice to help students develop fluency in sign language.
Educate students about Deaf culture, history, and the importance of sign language in the Deaf community. Promote understanding and respect for Deaf individuals and their contributions to society.
Facilitate interactive and immersive learning experiences, such as role-playing, storytelling, and group activities, to enhance students’ practical use of sign language in real-life situations. Encourage active participation and communication among students.
Assess students’ progress through quizzes, exams, and practical evaluations. Provide constructive feedback, individualized support, and guidance to help students improve their sign language skills and achieve their learning goals.
Utilize technology and multimedia resources, such as videos, online platforms, and language learning apps, to enhance instruction and provide additional practice opportunities for students.
Organize and participate in community events, workshops, and activities that promote sign language learning and Deaf awareness. Collaborate with local Deaf organizations, schools, and advocacy groups to create inclusive and supportive learning environments.
Attend workshops, conferences, and professional development programs to stay current with advancements in sign language education, linguistic research, and Deaf culture. Continuously refine teaching methods and materials to ensure effective and engaging instruction.
Maintain a positive and inclusive classroom atmosphere that encourages respect, collaboration, and mutual support among students. Address any challenges or conflicts that may arise and ensure a conducive learning environment.
The following job titles also refer to sign language teacher:
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Sign Language Teachers typically work in educational settings, such as schools, colleges, universities, and vocational training centers. They may also teach in community centers, adult education programs, and organizations dedicated to serving individuals with hearing impairments. The work schedule may include daytime and evening classes, depending on the needs of the students and the institution. Sign Language Teachers often use visual aids, multimedia resources, and interactive activities to facilitate instruction and engage students.
A bachelor’s degree in Deaf Education, ASL Studies, Linguistics, or a related field is typically required for positions as a Sign Language Teacher. Some employers may prefer candidates with a master’s degree or teaching certification in ASL education or Deaf education. Proficiency in sign language and a deep understanding of Deaf culture are essential. Practical teaching experience, either through internships, volunteer work, or previous teaching positions, is highly beneficial. Continuous professional development, including attending workshops and obtaining relevant certifications, helps ensure that Sign Language Teachers remain effective and up-to-date in their teaching practices.
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
the nature of the work performed in an occupation in relation to the characteristic tasks and duties
the level of formal education required for competent performance of the tasks and duties involved and
the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
Sign language teacher is a Skill level 4 occupation.
This knowledge should be acquired through learning to fulfill the role of sign language teacher.
Communication related to hearing impairment: The phonologic, morphologic and syntactic aspects and characteristics of human communication for individuals affected by hearing impairment.
Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self-assessment are used for varying purposes.
Special needs learning equipment: The materials used by a special needs teacher for training students with special educational needs in their classes, more specifically tools such as sensory equipment and equipment for stimulating motor skills.
Hearing loss: The manifestation, causes and symptoms of hearing impairment, which is the partial or total inability to hear.
Hearing disability: Impairment of the ability to discern and process sounds naturally.
Language teaching methods: The techniques used to teach students a foreign language, such as audio-lingual, communicative language teaching (CLT), and immersion.
Communication disorders: The malfunction in a person’s ability to comprehend, process and share concepts in various forms, such as verbal, nonverbal or graphical during language, hearing, and speech communication processes.
Sign language: A system of communication using visual gestures and signs, used by hearing impaired individuals.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.
Special needs education: The teaching methods, equipment and settings used to support students with special needs in achieving success in school or community.
These skills are necessary for the role of sign language teacher.
Teach sign language: Instruct students with hearing impairments in the theory and practice of sign language, and more specifically in the understanding, use, and interpretation of these signs.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples, etc.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Teach languages: Instruct students in the theory and practice of a language. Use a wide range of teaching and learning techniques to promote proficiency in reading, writing, listening, and speaking in that language.
Demonstrate when teaching: Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
This knowledge is sometimes, but not always, required for the role of sign language teacher. However, mastering this knowledge allows you to have more opportunities for career development.
Learning needs analysis: The process of analysing a student’s learning needs through observation and testing, potentially followed by the diagnosis of a learning disorder and a plan for additional support.
Disability care: The specific methods and practices used in providing care to people with physical, intellectual and learning disabilities.
Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
These skills and competences are sometimes, but not always, required for the role of sign language teacher. However, mastering these skills and competences allows you to have more opportunities for career development.
Stimulate students’ independence: Encourage students with special needs to perform tasks independently, without the help from a caregiver and teach them personal independence skills.
Provide specialised instruction for special needs students: Instruct students in need of specialised attention, often in small groups, catering to their individual needs, disorders, and disabilities. Promote the psychological, social, creative or physical development of children and teenagers using specific methods such as concentration exercises, role-plays, movement training, and painting.
Support people with hearing impairment: Accompany the hearing-impaired to facilitate communication in various situations, such as training, work or administrative procedures. If necessary, gather information before appointments.
Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Maintain students’ discipline: Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Provide learning support: Provide the necessary support to students with general learning difficulties in literacy and numeracy to facilitate learning by assessing the learner’s development needs and preferences. Design formal and informal outcomes of learning and deliver materials that facilitate learning and development.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Assist clients with special needs: Aid clients with special needs following relevant guidelines and special standards. Recognise their needs and accurately respond to them if needed.
Liaise with educational staff: Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students’ well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
