Tag: featured-5

Fathers of Young Deaf or Hard of Hearing Children

The issue Few published studies have examined the perceptions and experiences of fathers raising young deaf or hard of hearing (DHH) children. To better understand these, we conducted a review spanning 50 years. What we know This literature is sparse – just 37 publications met the criteria for inclusion. Most studies focused on fathers with typical hearing and compared fathers’ and mothers’ experiences. Few studies… Read more »

Child Abuse and Maltreatment Prevention through Safety Skill Development

The issue Child abuse and maltreatment is a significant concern for deaf and hard of hearing children due to high incidences of language deprivation (i.e. lack of access to language since birth) and lack of access to incidental learning (i.e. learning that occurs from overhearing conversations and media). When children are unable to effectively communicate about daily experiences and lack access to information about healthy… Read more »

Assessment Considerations and Practices for DHH Children

The Issue Assessment is a very broad topic that covers everything from teacher-developed, in-class activities, to large-scale standardized tests.  Most people think of assessments as “tests” or “exams,” but they go far beyond that to include any activity or piece of work a student produces.  Educators need a variety of assessment data to inform instruction, intervention, document overall student progress and achievement, and when necessary,… Read more »

Growing Language through Interactive Storybook Reading

Interactive storybook reading has two levels. The first level is focused on learning vocabulary and phrases to talk about the book and the second level is focused on supporting the child to retell the book. Herein, we will focus on the first level of interactive storybook reading. When choosing a book, it should have clear pictures with a lot of action and not a lot… Read more »

Incidental Learning with Deaf and Hard of Hearing Students

The issue Before reading this bulletin, reflect and contemplate about how and where most of your learning is retained – from or beyond classroom instruction. How is knowledge constructed and accumulated? General education school settings provide students access to formal learning or classroom instruction, however, informal and incidental learning opportunities outside the classroom are typically not accessible for deaf*. Those who have hearing privileges take… Read more »

Safeguarding OUR Children Who are Deaf/Hard-of-Hearing from Maltreatment

The Issue As uncomfortable as the topic of abuse and neglect is, academic success and childhood safety go hand in hand. Children who are hungry, hurt or scared cannot concentrate on learning. As a result, child safety must be our first concern. We read reports of child maltreatment (i.e. abuse and neglect) daily. These parental and community risk factors make children more vulnerable to maltreatment:… Read more »

Where Families Find Support

The Issue Families who have children who are Deaf or Hard-of-Hearing (DHH) need support from a variety of sources and perspectives to gain the knowledge, skills, and confidence to make informed decisions regarding their children. These responsibilities can be initially intimidating to a family that is unfamiliar with the complexities of hearing loss. Families often feel rushed to make critical decisions at a time commonly… Read more »

The Bully, the Victim, and the Classroom: What to do now?

The issue What is bullying? Bullying affects all children, with and without hearing loss, but do we recognize it? When a boy in my son’s class was bullied, his mother went to the teachers and reported this. One of the teachers reacted, saying: “Oh, we do not like that word, ‘bullying.’ All children make jokes, sometimes. Children need to learn to deal with that.” Yet… Read more »

Working with Hearing Families with A Deaf Child: A Psychological Perspective

The issue This bulletin highlights some of the issues families face in supporting their deaf children from birth to adulthood. Unfortunately, there is a lack of psychological evidence on how best to support families around diagnosis. The focus here is on why communication from early infancy is important to social and emotional development, how family relationships are affected if few relatives can communicate with a… Read more »

Interpreters’ Strategies for Keeping Attention of Children Who Are Deaf

The issue Deaf or hard-of-hearing (DHH) students can be easily distracted because of their reliance on the visual modality. Students may have a short attention span for numerous reasons: age, secondary disability (e.g., ADD, Autism etc.), lack of interest in or difficulty in mastering a subject, limited language skills (spoken or sign), time of day, and/or other distractions in the classroom. Lack of language fluency,… Read more »