Category

Early Intervention

Facilitating Your Child's Language Development - webinar by Toronto Public Health, Silent Voice, and Early Abilities

Facilitating Your Child’s Language Development Webinar

By ASL, Bilingual, Cultural & Medical Perspectives, Early ASL Acquisition, Early Intervention, Early Language Development, Information

 

By the end of the webinar, you will have answers for the following questions:

  • What is the importance of language development in the first years of a child’s life?
  • Can my child develop spoken language and use sign language?
  • What are the variables that may affect my child’s language development?
  • How can I monitor my child’s language development?
    What strategies can facilitate my child’s language development?

This workshop is led by an Infant Hearing Program Speech-Language Pathologist/LSLS Cert. AVT and an Infant Hearing Program American Sign Language Consultant.

 

Parents Feedback:

“I learned so much about how my child hears and how to help them develop the best hearing and listening skills.”

“I heard for the first time about American Sign Language and got to ask so many questions about Deaf culture from a Deaf ASL Consultant.”

American Society for Deaf Children logo - graphic of multi-coloured I love You hands

American Society for Deaf Children

By ASL, Deaf Ecosystem, Early ASL Acquisition, Early Intervention, Early Language Development, Information, Organizations

Close up image of a family (man, woman and child) hugging. Text on a blue background reads: AMERICAN SOCIETY FOR DEAF CHILDREN BRINGING FAMILIES TOGETHER THROUGH AMERICAN SIGN LANGUAGE Since 1967, ASDC has been supporting parents of children who are deaf and hard of hearing. We believe that deafness is not a disability, but language deprivation is. That’s why it’s our mission to ensure that every deaf child can learn sign language from the very start.
ASDC is the premier source of information for people who must make decisions about deaf children: parents, families,  providers, educators, legislators, and advocates.

ASDC sets out the following principles, which ASDC believes apply universally to deaf children, their families, and the professionals who serve them. These principles apply regardless of whether the family chooses a cochlear implant for their child, hearing aids, other hearing technology, or no hearing technology at all.

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Blue background with white text "Gallaudet University / Laurent Clerc National Deaf Education Center - Deaf Schools. Deaf Education: Serving Families and Professional Nationwide."

Laurent Clerc National Deaf Education Center

By ASL, Bilingual, Bilingual Education, Deaf Ecosystem, Deaf Role Models, Early ASL Acquisition, Early Intervention, Early Language Development, Identity, Information, Language Deprivation, Programs, Research

Blue background with white text "Gallaudet University / Laurent Clerc National Deaf Education Center - Deaf Schools. Deaf Education: Serving Families and Professional Nationwide."The Laurent Clerc National Deaf Education Center at Gallaudet University is a federally funded center with exemplary elementary and secondary education programs for deaf and hard of hearing students and is tasked with developing and disseminating innovative curricula, instructional techniques, and products nationwide while providing information, training, and technical assistance for parents and professionals to meet the needs of deaf and hard of hearing students from birth to age 21.

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Early Language & Long-Term Outcomes

By ASL, Deaf Community, Early ASL Acquisition, Early Intervention, Information, Research

The goal of the presentation is to consider how well Deaf Education systems are supporting deaf students’ language and academic growth. The webinar will review current research addressing three questions: 1) How likely are deaf children to become fully proficient in a spoken language like English? 2) How likely are deaf children to become fully proficient in a sign language like ASL? and 3) How likely are deaf children to have age-level academic outcomes? The presentation includes analyses of data specific to CSD Fremont looking at the long-term effects of early language experience on academic outcomes. One of the key findings is that with early intervention, hearing parents can reliably support age-expected language skills and academic achievement in their deaf children.

Visual Language and Visual Learning (VL2)

By ASL, Bilingual, Bilingual Education, Cultural & Medical Perspectives, Early ASL Acquisition, Early Intervention, Early Language Development, Information, Research

The purpose of the Science of Learning Center at Gallaudet University on “Visual Language and Visual Learning (VL2)” is to advance the Science of Learning specifically involving how aspects of human higher cognition are realized through one of our most central senses, vision. We seek to determine the effects of visual processes, visual language, and social experience on the development of cognition, language, reading, and literacy for the benefit of all humans. We especially pursue new perspectives on these learning processes through the widened vantage point of studying deaf individuals and sign language as a window into the flexibility and structure of the human mind. We study these learning processes in monolinguals and bilinguals across the lifespan in order to promote optimal practices in education in both formal and informal settings.

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A Good Start: Visual Conversations with Deaf and Hard of Hearing Babies and Toddlers

By ASL, Early ASL Acquisition, Early Intervention, Early Language Development, Information, Research

Like all babies, Deaf and Hard of Hearing (HoH) babies learn language best in natural situations with people who care about them and know them. All parents have natural instincts about how to interact with their babies, how to show them love, and how to communicate, even before babies can understand and use language.

Deaf parents emphasize some communication behaviours more than most hearing parents, and these behaviours are very helpful for Deaf and HH babies. When hearing parents include these behaviours with their Deaf and HoH babies, babies pay attention better and learn language earlier.

FREQUENT, POSITIVE COMMUNICATION WITH YOUR BABY HELPS LANGUAGE DEVELOP FASTER
Needs: Developing strong, positive bonds with parents and caregivers is crucial for babies, and this happens naturally when parents respond to their baby’s needs. Smiles, gentle touches, and games like peek-a-boo strengthen bonds between babies and parents and are a natural way to communicate.

Senses: Hearing parents naturally raise the pitch of their voices and use a lot of rhythm and a sing-song way of speaking when talking to babies. They also gesture, matching their hand movements with word rhythms, use exaggerated, happy facial expressions. They also touch their babies often by stroking the baby’s face, arms, and legs, and sometimes make “bicycle” movements with the baby’s legs. All of these behaviours are important because they communicate with babies using more than one sense: vision, sound, touch. All of these behaviours are important for Deaf and HoH babies too: they can receive messages through senses other than hearing.

Deaf parents don’t use speech as much as hearing parents, but they emphasize the other senses more. They repeat signed messages and make the movements “dance” with rhythm. They stroke and touch their babies more often and frequently make signs on the baby’s body. For example, one Deaf mother of a three-month old signed “Pretty baby” by making the sign “pretty” on the baby’s face while smiling and watching her baby, smiling even brighter when the baby smiled back.

Babies love these exaggerated expressions: they watch, imitate, smile, and laugh. Exaggerated, positive gestures and signs make Mommy interesting to watch, and baby learns that it is pleasant and important to watch Mommy.

If hearing parents include these behaviours with their Deaf and HoH babies, their communication will be more interesting and it will be easier to keep baby’s attention.

BE RESPONSIVE

Notice where baby looks and talk about it: Babies are more interested in communicating when they decide the “topic.” Language learning happens better when parents sign/talk about an object or activity that baby is interested in. Babies and children whose mothers respond to or follow their interests develop language faster than those whose mothers change the topic frequently, whether the baby is Deaf, HoH, or hearing.

For example, if baby picks up a toy truck, it’s better to sign/say, “Oh, a truck. You want to play with the truck?” rather than, “Let’s play with this doll instead.”

Responding to baby is natural when parents are encouraged to simply play and communicate, not act as “teachers.” Changing topics or redirecting the conversation is effective sometimes with older children, but not with babies and toddlers.

Pay attention to arm, leg, and body movements: When playing with and responding to your baby, it’s important to notice their movements. Researchers have noticed that Deaf and HoH babies move their arms and legs more often than hearing babies. One hearing mother thought her baby was hyperactive, but a Deaf mother thought her baby was trying to sign. Regardless, it’s important to respond to your baby as if their movements are meaningful so that your baby understands they have a way to communicate and get your attention.

Respect baby’s right to stop playing or communicating: Just like adults, babies need “down time.” When tired or over-excited, babies will often look away from the communication and lose their happy expression. The best response is to wait quietly for a short time to see if baby restarts the communication.

HELP BABY SEE THE COMMUNICATION AND LANGUAGE THAT YOU USE Move your hand or body so that baby can see your communication while looking at a toy or activity: In their early months, babies spend a lot of time watching the person communicating/playing with them. By 5-6 months, most babies become interested in objects, exploring them by looking at and moving them, and babies spend less time looking directly at the people communicating with them. For Deaf and HoH babies, this time is a special challenge because they need to see communication in order to understand.

One good strategy with young babies is to move your hands to sign or gesture on or near something that baby is looking at. That way, baby can see your communication without having to look away from the object or activity.

If babies look up at their mother after she has signed near the object, Deaf mothers make the sign again. This way, baby learns to switch their attention from the object, to Mommy, to the object again. However, this skill can take time for babies to develop, sometimes not until 13 months or later.

Move the object in front of baby, then in front of your face – when baby can see both, communicate: Deaf mothers do this often. It works best when Mommy moves an object Mommy and baby have been playing with together, because Mommy can use language that responds to the baby’s interests.

Tap on the object a few times before communicating about it, then show the sign for the object (e.g. “ball”), then tap on it again to allow the child to connect the object with the sign.

Tap on baby to say “Look at me”: Deaf mothers gently tap or pat their baby’s shoulders, arms, and legs with a flat hand to signal to baby to look up for communication. Babies whose mothers use it often had better sign language skills at 18 months and two years of age.

However, babies don’t understand this signal at first: they have to learn that it means, “Look at me.” Deaf mothers usually combine tapping with other communication strategies. For example, one mother tapped her baby’s shoulder, then rubbed baby’s leg, placed an object in front of baby and then near her face while tapping baby’s shoulder again. This baby learnt the meaning of tapping before 18 months and then would look up quickly when lightly tapped.

It can be difficult to know how to use tapping with an individual baby. Some babies seem resistant, while others respond quickly. Be sensitive to your baby’s personality. There are no rules, so hearing mothers can benefit from seeing how Deaf adults use it with babies.

Relax and wait for baby to respond on her own: Wait, then quickly sign or say something to your baby. This can require patience because some babies don’t often look up. But if Mommy communicates in an interesting and responsive way when baby does look up, it encourages baby to do it more in the future.

GRADUALLY CHANGE YOUR COMMUNICATION TO MAKE BABY’S TRANSITION TO LANGUAGE EASIER

When baby shows they are beginning to understand language, start using short sentences, plus pointing at/tapping objects: Deaf and hearing parents both do the same thing: when baby begins to show signs of understanding language, parents naturally begin to use simple sentences that model language for their children. Eventually begin to use longer sentences as baby understands more and produces more language herself.

Repeat words, signs, short sentences, and tap objects and point to activities: This gives baby several chances to notice the signs and recognize language patterns.

You can use fingerspelling: Although it seems difficult, Deaf parents use fingerspelling, even with babies. Occasional short words can be the first step to learning about letters and can later help with learning to read.

CONCLUSION Hearing parents naturally communicate in ways that are as effective for Deaf babies as hearing babies. However, Deaf parents emphasize some strategies that are really helpful for Deaf and HoH babies. When hearing parents add these strategies, they give babies a strong start on language learning.

Window of Opportunity for Language Development

By Deaf Culture, Early ASL Acquisition, Early Intervention, Early Language Development, Information

Did you know that the first few years of life are the easiest time to learn a language? This time period is called the Window of Opportunity for language development. Since young children are able to pick up language so quickly and easily, it is vital that Deaf children have access to a visual language as early as possible.

After the age of 5, if a child has not had proper access to a language, they may never be able to become fully fluent. A lack of language can also cause problems with critical thinking skills.

Fast facts about language:

Langwind

 

References:

  1. Cummins, J. (1979). Linguistic Interdependence and the Educational Development of Bilingual Children. Review of Educational Research, 49(2), 222-251.
  2. Early Start on Signing Vital For Deaf Children. Rosie Mestel – https://www.newscientist.com/article/mg14519661-400-early-start-on-signing-vital-for-deaf-children/
  3. Humphries, T., Kushalnagar, P., Mathur, G. et al. Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches. Harm Reduct J 9, 16 (2012).
  4. Kushalnagar, P., Mathur, G., Moreland, C. J., Napoli, D. J., Osterling, W., Padden, C., & Rathmann, C. (2010). Infants and children with hearing loss need early language access. The Journal of clinical ethics, 21(2), 143–154.
  5. Malloy, T. V. (2003, July). Sign language use for Deaf, Hard of Hearing, and Hearing babies: The evidence supports it. American Society for Deaf children.
Literacy vs Language: What's the Difference?

Language vs. Literacy: What’s the difference?

By ASL, Early Intervention, Information

Language is a natural system of communication that a group of people use to express thoughts, feelings, ideas – to talk about themselves and the world. Language can be spoken, like English, or signed, like American Sign Language (ASL).

Literacy is usually thought of as the ability to read and write. However, there is more to it than that. To be literate means, “to be educated or cultured” and literacy is “having or showing extensive knowledge, experience or culture”. A literate person is able to participate fully in society – more than simply being able to read and write, a literate person can fulfill social, civic, and economic roles.

Researchers have identified three levels of literacy: functional literacy, cultural literacy, and critical literacy.

Functional literacy: this refers to the ability to understand and use printed information in everyday life. A functionally literate person can use their reading and writing skills to achieve their goals. For example, job applications and medical forms can be understood and filled out.

Cultural literacy: this refers to the shared knowledge and information that members of a culture share. It includes knowledge about literature and history – even jokes – and it allows people to participate in the cultural and political life of their communities. For example, a culturally literate Canadian likely understands references to Anne of Green Gables, Terry Fox, and Victoria Day.

Critical literacy: this refers to the ability to think critically about messages, whether they are spoken, written, or signed. A critically literate person can understand the not-so-obvious perspectives and messages that books, movies, newspapers, and other media contain. A critically literate person can analyze, question, reflect on, and disagree with these perspectives and messages, and can respond with their own ideas. For example, a person with critical literacy can question why a movie portrays a female character as weak, a black character as violent, or a Deaf character as stupid.

Literacy in ASL and English: For Deaf children, literacy in ASL and English involves all three levels so that they are able to:

literacytriangle

Deaf children develop healthy self-esteem and a positive attitude towards literature and reading when they see themselves in stories, as in Deaf heritage literature – written in English, with Deaf characters and experiences.ASL literature includes stories, poems, legends, riddles, and humour told in ASL. It is based on the thoughts, emotions, and lived experiences of Deaf people. Because ASL is an unwritten language, its literary tradition is similar to that of oral cultures from all over the world, passed down from one generation to another. Now, ASL literature can be found recorded on DVDs, film, and the Internet.

While children can develop language skills naturally and easily if they are regularly exposed to accessible communication – for Deaf children, signed language is the only language fully accessible to them – literacy skills require time, effort, and encouragement to develop. The rewards, though, make the effort worth it: literate children become independent adults capable of thinking about themselves and their world.