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infants

Nyle DiMarco Foundation – Parent’s Corner

By ASL, Cultural & Medical Perspectives, Deaf Ecosystem, Deaf Role Models, Early ASL Acquisition, Early Language Development, Information, Language Deprivation, Organizations, Research

Banner for The Nyle DiMarco Foundation website - background image of Nyle DiMarco standing in front of a blue background with a circle pattern

The Nyle DiMarco Foundation is a non-profit organization that exists as a national philanthropic resource for all organizations, institutions and individuals working to improve the lives of every Deaf person in the world.

Current Priority Area: Deaf Children and their Families

The Foundation aims to improve access to accurate, research-based information about early language acquisition–specifically, the bilingual education approach. Through the early intervention process, the child’s language and literacy development should be the focal point.

Nyle and the Foundation are guided by the principle that every child deserves love and language.

Because the reality is that Deaf children can grow to be anything they want: firefighter or police officer, defense attorney or brain surgeon, elementary teacher or college professor, software developer or the creator of the next major social media outlet–or even an internationally recognized supermodel, actor, and dancing phenom. The key to unlocking a Deaf child’s future is acquiring language at an early age.

Nyle’s story provides validation: he was born into a multigenerational Deaf family and was taught American Sign Language and English from birth.

Through the Foundation, Nyle wants to work with parents and families to ensure Deaf children receive the same opportunities he did.

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Assessing ASL use in “Mouse Trap” Video

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

This video clip was submitted to IHP ASL Services who assessed two Deaf children’s use of ASL in a conversation about trapped mice. IHP ASL Consultants use a battery of ASL assessment tools while monitoring Deaf and Hard of Hearing children’s ASL language development.

Qualified IHP ASL consultants facilitate, motivate, and empower families to provide a language-rich environment for their child to acquire ASL. IHP ASL consultants also monitor the child and family’s ASL language learning progress using standardized outcome-based metrics. The language learning goals of the family are to be developed, revised, and updated regularly to meet the outcomes of the family’s Communication Development Plan. The provision of IHP ASL services is family-centered and coordinated with the rest of the Ontario Infant Hearing Program team.

Common Errors by Young Children Acquiring a Signed Language

By ASL, Bilingual, Bilingual Education, Early ASL Acquisition, Early Language Development, Information, Research

Adam Stone explains that no matter what language a child is learning, be it spoken or signed, they will make mistakes. Here, Adam goes into detail about three common mistakes children make while learning a signed language, and rest assured, these are all part of the normal language acquisition process.

 

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Myths About Your Deaf Child

By ASL, Bilingual, Bilingual Education, Early ASL Acquisition, Early Intervention, Early Language Development, Information

A LEAD-K and Nyle DiMarco production created by Convo.

There are many misconceptions about how a Deaf child acquires language. We’ve seen many of them: sign language hinders your child’s ability to learn English; parents must be fluent in sign language in order to teach their Deaf child. What’s the truth? Five common myths about your Deaf child, resolved.

Visit The Nyle DiMarco Foundation's YouTube Channel

Language Deprivation Syndrome Lecture

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

The single greatest risk faced by Deaf people is inadequate exposure to a usable first language. Dr. Gulati reviews recent research which validates the anatomical basis and time course of the critical period for first language acquisition, and which shows the risks to the development of empathetic abilities among children who are language-deprived.