Saudi Arabian Sign Language (SASL) Curriculum

Alomary, B., Alofi, A., Nunn, C., & Andrews. J

Developed in DSDE 6304 Curriculum Instruction and assessment Summer 2017

Within the summer DSDE 6304 Curriculum, Instruction, and Assessment seminar, we designed

a curriculum for interpreters, teachers, and advocates in Saudi Arabia who are learning Saudi

Sign Language (SASL) and examining the Deaf culture of Saudi Deaf individuals. We adapted
curriculum from sign language programs we reviewed from Gallaudet University in Washington,

D.C., Lamar University in Beaumont, Texas, and Eastern Kentucky University in Richmond,

Kentucky.

This document shows our beginning vision for a curriculum in SASL/Deaf Culture. It is not

complete. It will require more effort such as an in depth curriculum mapping, a review by

stakeholders, government officials, and additional assessments and resources. Right now, the

curriculum has three parts. Part I provides descriptive information about SASL such as the

current status of teaching and learning, paths to learning SASL, its history, characteristics, and

challenges in learning sign language. This part is designed to inform both teachers and other

stakeholders about the rationale for setting up this program. Part II describes the mission,
program philosophy, and the five major goals of the Saudi Sign Language (SASL)/Deaf Culture

Program. And in Part III, we describe assessment protocols. Our “backdoor” standards, course

titles and course sequence are found in the appendices.