SASLJ Vol. 2 No. 2 - Page 115

Unlocking the Curriculum Johnson et al. Materials and Resources Development The primary focus of this component will be to select existing print or other visual materials, revise and adapt the m as necessary, and to identify technological means to enhance the provision of the curricular content. A major component will be the development of several types of written and videotaped materials: 1. Videotapes for sign language training directed toward both parents and children. 2. Print materials for reading readiness, reading, and writing. 3. Companion print and captioned video materials to accompany standard grade level content sources. 4. Video materials on deaf people and their way of life. 5. Print and non-print materials for teaching English as a second language. 6. Print and non-print materials for teaching ASL arts. 7. Exploration of interactive videodisc-computer technology for the provision of comparative ASL and English passages, as described by Hanson and Padden (1988). This will continue throughout the life of the project, with new materials being developed for each succeeding level. The implementation of the proposals we are making will not be easy. It will require a long- term commitment of the educational resources of a large public school district or deaf school. In addition it will require, among other things: the recruitment of deaf teachers at the lower grades and preschool levels; retraining hearing teachers who do not sign well; community development work to establish the various aspects of the parent family program and the CDC; a great deal of curriculum development; a great deal of materials development; and a program that teaches all participants in the program that the education of deaf children can be successful. Acknowledgements We are grateful to Ceil Lucas, Jane Norman, and Carol Patrie who read the earliest drafts of this paper and whose comments contributed substantially to its form and content. We are also grateful to Marin P. Allen, Shawna Davies, Jeffrey Davis, Elisabeth Engberg-Pedersen, Robert C. Johnson, Michael Karchmer, Cynthia B. Roy, Susan Mather, Barbara Snyder, and Clayton Valli for their valuable comments on its more recent incarnations. Robert C. Johnson and Shawna Davies served as editors; we thank them for their assistance. The ideas we present for the establishment of a model program reflect discussions we have had during the past three years with the following people: Inger Ahlgren, University of Stockholm, Sweden; Luis Behares, University of the Republic, Montevideo, Uruguay; Brita Bergman, University of Stockholm, Sweden; Britta Hansen, Center of Total Communication for the Deaf, Copenhagen, Denmark; Maria Ignacia Massone, University of Buenos Aires, Argentina; Nellys Monteghirfo, Association of the Deaf of Uruguay, Montevideo, Uruguay; Lourdes Pietrosemoli, University of the Andes, Merida, Venezuela; Antoine Roumanos, Institut de Reeducation Audio- SASLJ, Vol. 2, No. 2 – Fall/Winter 2018 115