Students who are deaf and hard of hearing and use sign language: considerations and strategies for developing spoken language and literacy skills.
There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language development when working with the general population of students who are deaf and hard of hearing. There are additional issues, strategies, and challenges inherent in speech habilitation/rehabilitation practices essential to the population of deaf and hard of hearing students who also use sign language. This article will highlight philosophical and practical considerations related to practices used to facilitate spoken language development and associated literacy skills for children and adolescents who sign. It will discuss considerations for planning and implementing practices that acknowledge and utilize a student's abilities in sign language, and address how to link these skills to developing and using spoken language. Included will be considerations for children from early childhood through high school with a broad range of auditory access, language, and communication characteristics.
Laurent Clerc National Deaf Education Center, Gallaudet University, Washington, DC 20002, USA. debra.nussbaum@gallaudet.edu
Debra
D
Nussbaum
Bettie
B
Waddy-Smith
Jane
J
Doyle
D000293:Adolescent; D002648:Child; D060345:Education of Persons with Hearing Disabilities / Q000379:methods*; D034381:Hearing Loss / Q000534:rehabilitation*; D006801:Humans; D058980:Information Literacy; D007802:Language; D007804:Language Development; D019986:Persons with Hearing Disabilities / Q000534:rehabilitation*; D012813:Sign Language; D013334:Students