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Elaine Gale

Assistant Professor of Deaf & Hard of Hearing

On sabbatical leave for the 2014-2015 year.

918 West


Professional and Educational Background

  • Ph.D. University of Colorado at Boulder: Initiation, Joint Attention, and Language in Mother-Child Interaction with Toddlers who are Deaf
  • MA Smith College: Theory of Mind and Language
  • BS Kent State University: Deaf and Hard of Hearing Education



In addition to coordinating the Deaf and Hard of Hearing Teacher Training Program, Professor Gale taught/teaches the following courses:

  • SPED 720: American Sign Language I
  • SPED 721: American Sign Language II
  • SPED 730: Education of Students who are Deaf and Hard of Hearing
  • SPED 731: Reading and Writing Development for Students Who are Deaf and Hard of Hearing – Methods 1
  • SPED 733: Math and Across-the-Curriculum Adaptations for Students Who Are Deaf and Hard of Hearing: Methods 2
  • SPED 737: Student Teaching/Supervised Practicum Deaf and Hard of Hearing



National Science Foundation CHS Medium Collaborative Research  
Grant Title: Immediate feedback to support learning American Sign Language through multi sensory recognition
Project Summary: Generate technologies to fundamentally advance ASL partial-recognition, i.e., to identify linguistic/performance attributes of ASL (without necessarily identifying the entire sequence of signs) and automatically determine if a performance is fluent or contains errors made by ASL students.


CUNY Collaborative Incentive Research Grant
Grant Title: Quantifying best practice patterns of deaf and hard of hearing educators relative to audiological perspectives via videotape analysis
Project Summary: Identify and provide video demonstrations of best practice patterns related to audiological services in the field of deaf and hard of hearing education.


Faulty Innovations in Teaching with Technology
Grant Title: Implementing video apps in sign language courses to increase student learning and engagement
Project Summary: Increase student learning and engagement by providing in-class opportunities for students to effectively view and assess their signing skills.


Journal of Deaf Studies and Deaf Education, Editorial Board

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