Tag: featured-3

Telepractice: A Practical and Effective Method

The issue Until recently, the prevailing model for supporting deaf or hard of hearing (DHH) children  has been in-person services where practitioners and families are physically located at the same venue (e.g., home, clinic, or other community setting). In-person services have been regarded as the gold standard of service delivery, but many DHH children, especially those in rural areas, have difficulty accessing in-person services because… Read more »

It’s Time to Rethink “Communication Mode”

The issue When it comes to raising and educating DHH children, few topics create as much controversy and confusion as “communication mode”. However, surprisingly little research has scrutinized the concept itself.  We examined the ways that communication mode is defined and used in research literature, and discovered several significant problems. What we know Our research found no agreement on what “communication mode” means. To some,… Read more »

American Sign Language Assessments for Deaf Children

The issue Recent legislation such as the Individuals with Disabilities Education Improvement Act (2004) and Every Student Succeeds Act (2015) call for educators to use student performance data to guide individual instruction. Educators can administer American Sign Language (ASL) assessments to document the ASL skills of children who use sign language for communication and instruction. ASL assessments can evaluate students’ receptive (i.e., what they comprehend… Read more »

How Cued Speech Can Support Literacy

The issue Print literacy (reading and writing) has the power to open new worlds. All children should be expected to become literate, including deaf and hard of hearing (DHH) children. Within the field of deaf education, literacy development is a hot button topic. Due to inaccessible or incomplete auditory channels, many DHH children become literate in English using non-traditional methods that rely on visual channels…. Read more »

Honoring the Choice of Cued Speech and Cued Languages

The issue Despite the many well-known educational programs designed for children who are deaf or hard of hearing, students continue to struggle to develop language and literacy skills commensurate with their hearing peers due to a variety of factors. Individuals who have not had full access to language struggle with academics and have difficulty finding employment in jobs where reading and writing are requirements. It… Read more »

Emergent Literacy: A Promising Beginning

The issue School success is greatly dependent upon competency with the processes of reading and writing, the elements of print literacy. Many hearing children arrive at school with emergent literacy skills, knowledge acquired from early infancy through the preschool years that provides a smooth transition to more advanced literacy standards taught in formal classroom settings. Components of emergent literacy include letter knowledge, word recognition, print… Read more »

How Parents Deal with Conflicting Information and Perspectives

The issue Shortly after parents learn their newborn infant is deaf, they need to become acquainted with knowledge that is relevant to the education of deaf children. In a short period of time parents are supposed to become the most knowledgeable person, capable of making life altering choices on behalf of their child. The content of such information and guidance, however, can vary widely depending… Read more »

Optimizing Supports for Hearing Parents of Deaf and Hard-of-Hearing Children

The issue With the initiation of universal newborn hearing screening, infants can be diagnosed as having a hearing loss even before parents have suspicions about it. Upon diagnosis, parents have to deal with related emotions and the diverse—and at times contradictory—information they receive. To help them navigate their way through the unfamiliar terrain, parents will turn to a multidisciplinary mix of professionals, as well as… Read more »

Bilateral versus Unilateral Implants for Deaf Children

The issue For over three decades, unilateral cochlear implants (CIs) have provided hearing to children with severe-profound hearing loss, although they do not restore normal hearing. With improving technology over time, there have been enormous improvements in speech perception outcomes for children with CIs. However, good speech perception ability does not ensure age-appropriate outcomes in learning and development for all children. Although many children with… Read more »

Supporting Deaf Children with Multiple Challenges: A Parent Perspective

The Issue As a parent of a young deaf adult and working with deaf and hard of hearing (DHH) children for the past 20 years, I have seen a significant demographic shift in the children served both educationally and in ‘out of school’ programs. Approximately 40% of DHH children have multiple disabilities (DHHMD), yet this population is often treated as invisible, with very little research,… Read more »