Tag: featured-4

Interactive Reading in STEM

The issue Research tells us that interactive reading can support literacy development of all children, including children who are deaf or hard of hearing (DHH). Interactive reading can take different forms, but its most important element is a dialogue that occurs between the child and an adult about a text during the reading process. There are principles of interactive reading that can be used to… Read more »

Language isn’t Academic

The issue Many people believe that language is different depending on if you are in the classroom or outside of the classroom. People call this difference, academic language (classroom language), or basic interpersonal communication (outside of the classroom – social language). When classifying language into “social” versus “academic”, teachers may prioritize academic language development because of their belief that it will lead to success in… Read more »

Communication Barriers in Children with Deaf-blindness

The issue Deaf-blindness is low incidence population referring to a combined hearing and vision loss that severely limits access to communication, development of concepts and emotions, and education.  The term “deaf-blind” is often misconceived as a complete absence of hearing and sight, when actually, there are various degrees of hearing and vision loss  It is imperative that educators and parents have a significant amount of… Read more »

Making the Right Choice: Choosing Your Sign Language Interpreter in the United States

The issue Choosing your sign language interpreter can be a multifaceted process. Considerations need to be given to interpreter certification, ability, quality, and attitude. Interpreters can, and do, have a variety of attitudes towards Deaf people that are dependent on their individual experiences. As a result, the quality of the interpreters has a wide variation that affects the overall communication experience for the Deaf consumer… Read more »

Using Social Media for Professional Growth and Collaboration

The issue For generations, the teaching profession has been one of isolation. Teachers entered their classrooms, closed their doors, and taught. Sure, they may have come out of their rooms to eat lunch in the teachers’ lounge and attend faculty meetings. However, working collaboratively and sharing lesson plans and resources was not something teachers did. They worked in silos, lived on islands. Recently, a slow… Read more »

Creating a Thriving Village for Multilingual and Multicultural Deaf, DeafBlind, DeafDisabled, and Hard of Hearing Students

The issue The responsibility for educating Deaf, DeafBlind, DeafDisabled, and Hard of Hearing (DDBDDHH) students has rested under the purview of Special Education. Best practices for working with children with disabilities has typically been the approach applied to the teaching and learning of DDBDDHH students. However, the diversity of the student population being served in Deaf Education should take into account more than just hearing… Read more »

Best Practices for how Agencies convey information to Parents about Options for their Deaf Children

The issue Parent/s/Families whose newborns have been confirmed as deaf or hard of hearing are often confronted with situations which require them to make decisions about communication options before they have had an opportunity to understand the information that has been provided to them about the diagnosis and without having much knowledge about the choices. Information is often provided during a very sensitive and emotional… Read more »

Parents of Deaf and Hard-of-Hearing Children: Decision-Making and Involvement

The issue ‘Parents as partners’ has been a longstanding pillar of rehabilitation and education for deaf and hard-of-hearing (DHH) children. The notion of coaching parents to facilitate their child’s communication and social development is a recurring theme in various intervention approaches. Consistent with trends in health care, the field has shifted from a child-focused approach to family-centered care, where the parent is included as a… Read more »

Links Between Speech Intelligibility and Social-Emotional Functioning

The issue Speech intelligibility–or how well others can understand a speaker’s words–is an important outcome for deaf and hard-of-hearing (DHH) children who use spoken language. Good intelligibility is a capstone goal of speech therapy, and it is linked to positive outcomes in many other areas, including reading and language skills, working memory, reasoning, and executive functioning. It, therefore, makes sense intuitively to think that speech… Read more »

Mathematics Learning: Keeping Deaf Students Engaged

The issue Mathematics is a subject that some people find difficult. Many adults easily admit “I was never very good at math” which, when stated in the presence of children, does not necessarily provide motivation to learning mathematics.  Given the additional difficulties that deaf students may have in acquiring language, these struggles can compound the learning process in mathematics.  It is misleading to think that… Read more »