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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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Strategies to Prevent Visual Split-Attention with Students Who are Deaf or Hard of Hearing

By Cultural & Medical Perspectives, Information, Research

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One of the challenges that teachers face in teaching students who are deaf or hard of hearing is how to manage visual split-attention in the classroom. When a teacher is presenting information using visual supports (e.g., utilizing an interpreter, writing on the blackboard, giving a PowerPoint presentation), learners have no choice but to divide their visual attention. This webinar will cover the differences between auditory-oriented classrooms and visually oriented classroom and the impact of visual split-attention on cognitive overload and working memory· Shifting attention between visual fields in the classroom· Strategies to reduce the effect of split-attention in various types of classroom situations.

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