Tag: featured-6

Parental Stress and Deaf Children

The issue Parental stress occurs when parents or caregivers feel unprepared or overwhelmed by the demands associated with caring for a child. Most parents have experienced stress related to caring for a child, but parents of deaf and hard of hearing (DHH) children may experience unique sources of stress. For example, for parents of children who use hearing technology might experience stress around learning how… Read more »

Learning to Write (Beyond the Word Level)

The issue For deaf and hard of hearing (DHH) children, learning to write is a unique process.  This is especially true for the many DHH children who are learning to write while still acquiring their first (spoken or signed) language.  Despite early identification and intervention efforts, many DHH children still begin school without the language foundation for academic learning. As a result, writing instruction for… Read more »

Deaf and Hard-of Hearing LGBTQIA Youth

The issue The intersectional population of adolescents and young adults who are lesbian, gay, bisexual, transgender, queer, intersex, asexual, nonbinary, and/or agender (LGBTQIA) and individuals who are D/deaf or hard-of-hearing (DHH) is noticeable to people who observe them in concentrated DHH social environments.  This raises some curiosity, however, what we do know is largely anecdotal.  There is little research. What we know Trusting and supportive… Read more »

International Spotlight: Supporting the Languages of the Home and the Heart for DHH Children

The issue Around the world, a majority of deaf and hard of hearing (DHH) children live in multilingual societies. Being able to communicate in more than one language is essential for participation and inclusion in schools and communities, and is reported by many parents as a “desired outcome” for their DHH child. However, many children do not receive the appropriate support to learn the languages… Read more »

International Spotlight: Deaf Education in Uganda

Where we have been In different communities in Uganda, most of the deaf and hard-of-hearing (DHH) children were found in hiding places. Deafness was believed to be a curse. Some family members did not associate with DHH children. Instead, they would describe them as “oduru” in Lugbara in the Arua district meaning someone useless who can’t hear, or as “kasiru” in Masaka district meaning stupid… Read more »

International Spotlight: Inclusive Education and deaf children in Rwanda

Where we have been Deaf education in Rwanda emerged as private organizations’ initiatives, mostly religious congregations, and charities. Instruction was delivered using listening and spoken language, in the local language (Kinyarwanda) supported by signs. Each school/center used its own curriculum and included three courses: reading, writing and arithmetic. These courses were emphasized during the first three years and were consistent with deaf and hard-of-hearing (DHH)… Read more »

Parental Involvement in Programs for their Deaf and Hard of Hearing Children

The issue Parental involvement is a multidimensional construct defined as: Active participation and interest in the child’s intervention program Communicating and collaborating with the child’s intervention team Involvement in decision-making regarding the child’s rehabilitation Active role and responsibilities in child’s intervention at home. Social participation and supportive relationships with other parents attending the intervention program. Parental involvement promotes emotional, social, academic and language development among… Read more »

Effective Deaf Access to Justice

The issue The Disability Discrimination Act (DDA) (1995) legislation in Northern Ireland/UK and the UN Convention on the Rights of Persons with Disabilities (UNCRPD) (2006) require legal service providers like solicitors (lawyers) to make “reasonable adjustments” in order to make legal services accessible to deaf people seeking their services on an equal basis with hearing and non-disabled people. “Reasonable adjustments” are defined as changes to… Read more »

Working Therapeutically with Deaf Families

The Issue ‘Deaf families’ are those where deafness is a defining feature of family culture. Those families where a single member is deaf, or where several children are deaf but the parents hearing, tend to have a predominant ‘hearing’ culture. A Deaf culture (e.g., tapping arms to get attention) is likely to prevail where most family members are deaf and, in particular, where the parents… Read more »

Soft Skills are Important to Deaf and Hard-of-Hearing Students’ Success in Academics and Future Career Growth

The issue The new U. S. Every Student Succeeds Act includes a non-traditional measure along with academic scores. Increasingly, educational reformers are focusing on soft skills (e.g., responsibility, perseverance, self-management, social interaction skills, and attitudes/approaches toward learning) as the non-traditional area to measure. Soft skills are productive personal traits that enable individuals to perform effectively in academic settings, as well as future workplaces. The long-term… Read more »