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Parent Journeys

Growing Together: Creating Language-Rich Environments

By ASL, Bilingual, Bilingual Education, Early Intervention, Early Language Development, Identity, Information, Programs

Established as a National Science Foundation Science of Learning Center in 2006, Visual Language and Visual Learning (VL2) seeks to advance understanding of the behavioral and brain mechanisms of learning.

Through collaborative research, the Center works to answer fundamental science questions about higher cognition and how humans learn, especially learning through the eyes. We investigate the effect of visual processes, visual language, and visual learning and social experiences on the development of cognition and language, reading, and literacy. With a particular focus on deaf individuals and sign language, we study learning processes in monolinguals and bilinguals across the life span in order to promote the meaningful translation of science for the benefit of education and society.

VL2 has created a set of visually appealing and accessible materials about VL2’s research on the advantages of early visual language and ASL-English bilingualism and what this means for deaf and hard of hearing children’s language acquisition and literacy.

“Growing Together: Creating Language-Rich Environments” is a series of interviews with parents, researchers, and scientists.


Lexi Hill’s Message to Hearing Parents with Deaf Children

By ASL, Cultural & Medical Perspectives, Identity, Information No Comments

Born deaf, REL senior Lexi Hill is ranked 7th in her class & will attend Gallaudet University, where she received the highest scholarship available & will play basketball! She has an encouraging message for both parents & students.

Children of Deaf Adults

By ASL, CODA, Deaf Community, Information No Comments

What does it feel like being a child of Deaf adults? Deaf Missions spotlights CODAs sharing their experiences.

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Cochlear Implant Education Center

By Cultural & Medical Perspectives, Information, Research No Comments

A women and a child playing

The Cochlear Implant Education Center (CIEC) is a unit of the Laurent Clerc National Deaf Education Center at Gallaudet University. It is an educational resource center created in 2000 to share information about cochlear implant technology and its role in the education and lives of children who are deaf from birth through high school-aged. The CIEC has a unique focus in exploring and sharing considerations and practices related to the development and use of both spoken language and signed language for children using cochlear implant technology.

The CIEC has several resources, publications, and presentations on topics related to language, communication, and educational practices for children with cochlear implants which are available to professionals and families throughout the nation. The CIEC also provides supports to students with cochlear implants enrolled in the demonstration schools of the Clerc Center. The CIEC does not provide cochlear implant surgical services or mapping services for cochlear implant technology.


Kristin SnoddenAction Research with a Family ASL Literacy Program by Kristin Snodden

Action Research with a Family ASL Literacy Program

By Cultural & Medical Perspectives, Early ASL Acquisition, Information, Research

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.

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Deaf Parents of Cochlear-Implanted Children: Beliefs on Bimodal Bilingualism

By Bilingual, Bilingual Education, Information, Research

Deaf Parents of Cochlear-Implanted Children: Beliefs on Bimodal Bilingualism by Julie Mitchiner

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.

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It's a Hearing World

It’s a Hearing World

By Cultural & Medical Perspectives, Information, Research

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.

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Society of American Sign Language (SASL) – Spring Newsletter

By ASL, Information

Society for American Sign Language Spring 2019 Newsletter - cover

The spring 2019 issue of the Society for American Sign Language (SASL) newsletter is here!

If you have not seen the back issues, see below:



















SASL has its own journal – 2 publications to date. See below:

Vol. 1, No. 1:   

Vol. 2, No. 1:   

Vol. 2, No. 2:             To be released soon