“Sign language is crucial for deaf children… Early intervention is crucial. Education doesn’t just start in schools, it starts when a child is born.” Watch Oscar-winner, actress and screenwriter Rachel Shenton in Geneva’s #SDGStudio on today’s International Day of Sign Languages: https://youtu.be/sJCIJwc9BRQ
Dr James is trying to save a rare and little-known sign language that was until recently used by every hearing person in the remotest part of Arnhem Land, 500 kilometres east of Darwin. He said the language was at risk of joining the more than 90 per cent of spoken Indigenous languages that have died since 1788.go to article
Every day, Deaf people “fail” the hearing test immediately after being born, face “language delays” with their hearing family that don’t learn their natural language, and attempt “perfect speech” in order to fit into the hearing world. They fight to use interpreters that benefit both the hearing and the Deaf, and deal with job discrimination — all simply because they cannot hear.
This article reports findings from an ethnographic action research study of Deaf and hearing parents and young children participating in a family American Sign Language (ASL) literacy program in Ontario, Canada. The study documents the context for parents’ and children’s learning of ASL in an environment where resources for supporting early ASL literacy have been scarce. Through semi-structured interviews and observations of six individual families or parent-child dyads, the study documents participants’ encounters with professionals who regulate Deaf children and their families’ access to ASL. At the same time, the setting of the ASL Parent-Child Mother Goose Program is presented as a Deaf cultural space and thereby a counter-discourse to medical discourses regarding Deaf identity and bilingualism. This space features the Deaf mother participants’ ASL literacy and numeracy practices and improvisations of ASL rhymes and stories to enhance their suitability for young children. The practices of the ASL Parent-Child Mother Goose Program leader also serve to define and support emergent ASL literacy. In addition, a Deaf cultural space inside a broader context of public services to young Deaf children provides a means for the hearing mother participants to facilitate critical inquiry of issues surrounding bilingualism, ASL, and a Deaf identity.go to site
Did you know where American Sign Language came from? It came from more than one place! Find out where in our new video for a #funfact about ASL!
Check out our website:
If you have any questions, contact us at email@example.com![Video description: The video begins in old film black and white, an old man, George Veditz signs friends and fingerspells FELLOW and DEAF then paused. The color changes to blue and white text appears “Where did ASL come from?” then changes into an old yellow paper with blue text, “Laurent Clerc, a deaf teacher, brought French Sign Language to the American School for the Deaf in 1817.” along with a compass. The ship arrives Paris then leaves to North America. Blue text, “In Hartford, CT. The Statue of Liberty appears and blue text, “sign language from deaf people in Martha’s Vineyard and New Hampshire. The background changes to burst blue and buff and white text, “ASL is born!” In the end, ASL Connect ending title page wraps up the video.]
ASLized fosters the integration of American Sign Language (ASL) educational research into visual media and literacy. The main objective is to produce teaching and learning materials in ASL with two focuses: 1.) ASL literature, preserving culture and history and 2.) ASL Linguistics, promoting a better understanding of the complex structure and use of sign languages.go to video
Deaf and Hard of Hearing Students From Massachusetts Ask State Senator to Change “Hearing Impaired” Terminology in State Law
Deaf and Hard of Hearing (DHH) children need to master at least one language (spoken or signed) to reach their full potential. Providing access to a natural sign language supports this goal. Despite evidence that natural sign languages are beneficial to DHH children, many researchers and practitioners advise families to focus exclusively on spoken language. We critique the Pediatricsarticle ‘Early Sign Language Exposure and Cochlear Implants’ (Geers et al., 2017) as an example of research that makes unsupported claims against the inclusion of natural sign languages. We refute claims that (1) there are harmful effects of sign language and (2) that listening and spoken language are necessary for optimal development of deaf children. While practical challenges remain (and are discussed) for providing a sign language-rich environment, research evidence suggests that such challenges are worth tackling in light of natural sign languages providing a host of benefits for DHH children – especially in the prevention and reduction of language deprivation.
This study investigated 17 Deaf families in North America with cochlear-implanted children about their attitudes, beliefs, and practices on bimodal bilingualism (defined as using both a visual/manual language and an aural/oral language) in American Sign Language (ASL) and English. A survey and follow-up interviews with 8 families were conducted. The majority of the Deaf families exhibited positive beliefs toward bimodal bilingualism, where they set high expectations for their children to become equally fluent in both languages. However, their perspectives about the purpose for each language differed; they viewed English as a “survival language” and ASL as a “cultural language” but yet supported the use of both languages at home as part of their children’s lives.go to site
Douglas Ridloff is a poet and visual storyteller creating original works in American Sign Language. And in support of signing, his goal is to make ASL a part of the whole community, not just a part of a marginalized community. Douglas wants to make signing hip and significant.
More information on http://www.tedxvienna.at
Douglas Ridloff is the owner, executive director and host of ASL SLAM (www.aslslam.com) a monthly open mic event in NYC that functions as a space for the Deaf community to creatively play with ASL through poetry performances, improv, games and storytelling, often bringing special guests from around the world to perform. As a widely popular platform, ASL SLAM has now been established as a monthly event in Washington DC, Chicago and Orlando with Douglas’s oversight and guidance.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx Douglas Ridloff is a poet and visual storyteller creating original works in American Sign Language. He is the owner, executive director and host of ASL SLAM (www.aslslam.com) a monthly open mic event in NYC that functions as a space for the Deaf community to creatively play with ASL through poetry performances, improv, games and storytelling, often bringing special guests from around the world to perform. As a widely popular platform, ASL SLAM has now been established as a monthly event in Washington DC, Chicago and Orlando with Douglas’s oversight and guidance. Recently, Douglas has organized performances at the Whitney Museum, the Jewish Museum, SITE Santa Fe and the 9/11 Memorial Museum, and has traveled to perform his own poetry and to bring ASL SLAM to Deaf communities around the world, including Jamaica, Cuba, Finland, England, Sweden and Australia. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx
See below for a summary of recent research regarding the importance of early access to language for cognitive development.
For more information…https://jslhr.pubs.asha.org/doi/10.1044/2018_JSLHR-L-17-0281
The video is captioned for those not familiar with ASL. Please click on CC to turn the English captions on. The Gallaudet Linguistics Department has written a letter to AG Bell Association addressing the inaccuracies in their recent statement. We also created a series of ASL video responses in conjunction to the letter (which is available here https://lingdept.wordpress.com/2016/0…). This video is the fourth part of the series. Here we specifically explain how early exposure to ASL does not hinder spoken language development. Quick bio: Wink is a first year graduate student in the Department of Linguistics at Gallaudet University. Originally from Minnesota, Wink is a child of Deaf adults (CODA) and is a native user of ASL.
Dr. Joseph Valente is involved in comprehensive research in childhood studies, comparative and international education, educational anthropology, deaf studies and disability studies. He is the author of the autobiographical novel and autoethnography, “d/Deaf and d/Dumb: A Portrait of a Deaf Kid as a Young Superhero,” published by Peter Lang. Currently, Joe is the co-principal investigator of the video ethnography project “Kindergartens for the Deaf in Three Countries: Japan, France and the United States,” funded by the Spencer Foundation. In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)go to video
Unfortunately, 3 out of 4 Deaf babies do not have full access to sign language from birth and 98% of Deaf children do not have access to education in sign language. This is a gross violation of Deaf babies and children’s human rights.
Video also can be found at YouTube: https://youtu.be/jPaBuRzzykE
Human Rights Day 2018
by: United Nations
Deaf people as a linguistic and cultural group
By: World Federation of the Deaf
WFD Position Paper on the Language Rights of Deaf Children by: World Federation of the Deaf https://wfdeaf.org/…/wfd-position-paper-language-rights-de…/
Human Rights of Deaf People – Bilingual Education
by: World Federation of the Deaf
Annual Survey of Deaf and Hard of Hearing Children and Youth 2011-12 Regional and National Summary by: Gallaudet Research Institute http://research.gallaudet.edu/Dem…/2012_National_Summary.pdf (page 11)
Nyle DiMarco unveils new language deprivation video: ‘We felt we could tell a story that touched the heart’
by: Nyle DiMarco Foundation
Children with disabilities are more likely to experience challenges in their daily lives. In particular, this study explores parents’ perspectives of the social and emotional well-being of their children who are deaf and hard of hearing (DHH). Despite the importance of research in this area, few studies have addressed the views of parents of young children who are DHH in regard to social and emotional experiences. A combination of social theories guided this research – the social model of disability and the “looking glass self” theory. Qualitative semi-structured interviews were conducted with ten hearing, English speaking parents of children who are DHH. All parents noted the significance of social and emotional development as a marker of well-being in their children’s present and future lives. Data provided evidence of how parents and children seek to adapt and cope with threats of rejection and exclusion. Inclusive practices and policies, however, have not eliminated the societal stigma and lack of understanding that children who are DHH encounter on a daily basis. The authors call for additional research that examines the perspectives of children who are DHH as a way of generating best practices across contexts to support these children.