The author recounts his experience as a Fulbright Scholar in the Department of Special Education at National Changhua University of Education (NCUE) in Changhua, Taiwan, during the fall of 2003. Several aspects of his experience are highlighted, including teaching foreign college students, learning Mandarin, conducting workshops, and consulting with local special educators, especially about itinerant teaching. Overarching all of these aspects are the expectations of the author prior to, during, and after completion of the Fulbright grant.
Get full access to this article
View all access options for this article.
References
1.
Chang, M.H., Reetz, L., Chien, J.L., & Ring, M. (2001, April). A comparison of special education service delivery in the United States and Taiwan. Paper presented at the Annual Conference of the Council for Exceptional Children , Kansas City, MO.
2.
Chen, Y.L.Wang, S.M., & Lu, T.Y. (2004). Practical audio—visual Chinese (2nd ed.). Taipei, Taiwan: Cheng Chung Book Co.
3.
Compton, M., Niemeyer, J., & Michael, S. (2004). Auditory/oral birth— kindergarten teacher preparation: A research based model. The Volta Review, 104, 93—106.
4.
Coppola, S. (Director/Writer/Producer). (2003). Lost in translation [Film]. Universal City, CA: Universal Studios.
5.
Council for International Exchange of Scholars. ( 2005). About Fulbright. Retrieved April 2, 2005 from http://www.cies.org
6.
Dickens, C. (1860—1861). Great expectations. BantamDell: New York.
7.
Dylan, B. (1964). The times they are a-changin'. From The times they are a-changin' [Compact disc]. New York: Columbia Records.
8.
Foundation for Scholarly Exchange. (2005). About the foundation. Retrieved April 2, 2005, from http://www.fulbright.org.tw
9.
Goodman, S. (1972). City of New Orleans. From Steve Goodman [Compact disc]. Nashville, TN: Red Pajama Records.
10.
Hwa-Froelich, D., & Westby, C. (2003). Considerations when working with interpreters . Communication Disorders Quarterly, 24, 78—85.
11.
Hyde, M., & Power, D. (2004). The personal and professional characteristics and work of itinerant teachers of the deaf and hard-of-hearing in Australia . The Volta Review, 104, 51—67.
12.
Karchmer, M., & Mitchell, R. (2003). Demographic and achievement characteristics of deaf and hard-of-hearing students. In M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies (pp. 21—37). Oxford: Oxford University Press.
13.
Kim, V. (Ed.). (2003). Insight guide: Taiwan. Maspeth, NY: Langenscheidt .
14.
Luckner, J.L., & Miller, K.J. (1994). Itinerant teachers: responsibilities, preparation, and students served. American Annals of the Deaf, 139, 111—118.
15.
Martin, D., Hussey, L., Sicoli, D., & Sheng, Z.N. (1999). Removing barriers and building bridges: American deaf interns teaching Chinese deaf children. American Annals of the Deaf, 144, 281—288.
16.
Miller, K.J. (2002). Walking to Medjugorje: Serving children who are deaf and hard-of-hearing in Bosnia—Herzegovina. Communication Disorders Quarterly, 24, 35—43.
17.
Peters, J. (1997). Philippines. Hawthorn, Australia: Lonely Planet.
18.
Sussman, K., Duncan, J., Estabrooks, W., Hulme, J., Moog, J., & Robbins, A. (2004). The option of spoken communication. In K. T. Houston & G. Hutsell (Eds.), 2004 Summit on Deafness proceedings (pp. 14—17). Washington, DC: Alexander Graham Bell Association for the Deaf and Hard-of-Hearing.
19.
Yarger, C.C. (2001). Educational interpreting: Understanding the rural experience. American Annals of the Deaf, 146, 16—26.
20.
Yarger, C.C., & Luckner, J.L. (1999). Itinerant teaching: The inside story. American Annals of the Deaf, 144, 309—314.
