Using Family-Centered Practices to Increase Language Access for Multilingual Deaf or Hard of Hearing Children

2022 ◽  
pp. 205-224
Author(s):  
Karen K. Lange ◽  
Alissa Blair ◽  
Peggy J. Schaefer Whitby
Keyword(s):  
Early Childhood ◽  
Best Practices ◽  
Hard Of Hearing ◽  
Family Engagement ◽  
Early Years ◽  
Language Access ◽  
Multilingual Education ◽  
Language Deprivation ◽  
Hearing Children ◽  
Family Centered

Children who are deaf or hard of hearing may experience language deprivation in the early years that impacts long-term communication and educational outcomes. Fortunately, family engagement in the early childhood years has been shown to increase outcomes for young learners, and the standards for early childhood family engagement align with best practices for teaching children who are deaf or hard of hearing from multilingual families. Best practices for early childhood education, deaf or hard of hearing education, and multilingual education all place the family at the forefront with a strong belief that family is the first and best teacher for their child. The purpose of the chapter is to present the alignment of family centered practices across early childhood, deaf or hard of hearing, and multilingual education literature and present family centered collaboration strategies to increase early childhood language access for young multilingual children who are deaf or hard of hearing.

scholarly journals The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

2018 ◽  
Vol 10 (4) ◽  
pp. 148 ◽  
Author(s):  
Claudine Kirsch ◽  
Gabrijela Aleksić
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Language Learning ◽  
Early Years ◽  
Language Diversity ◽  
Childhood Education ◽  
Multilingual Education ◽  
Paired Samples ◽  
Shed Light

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals’ knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children’s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.

Developing Sign Language Measurements for Research With Deaf Populations

2017 ◽  
Author(s):  
Jon Henner ◽  
Robert Hoffmeister ◽  
Jeanne Reis
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Assessment Instrument ◽  
Deaf Children ◽  
American Sign ◽  
Language Deprivation ◽  
Signed Language ◽  
Language Assessments ◽  
Hearing Children

Limited choices exist for assessing the signed language development of deaf and hard of hearing children. Over the past 30 years, the American Sign Language Assessment Instrument (ASLAI) has been one of the top choices for norm-referenced assessment of deaf and hard of hearing children who use American Sign Language. Signed language assessments can also be used to evaluate the effects of a phenomenon known as language deprivation, which tends to affect deaf children. They can also measure the effects of impoverished and idiosyncratic nonstandard signs and grammar used by educators of the deaf and professionals who serve the Deaf community. This chapter discusses what was learned while developing the ASLAI and provides guidelines for educators and researchers of the deaf who seek to develop their own signed language assessments.

scholarly journals TOWARDS PLAY-BASED LEARNING PRACTICE

2016 ◽  
Vol 1 (1) ◽  
pp. 44
Author(s):  
Dewi Mulia
Keyword(s):  
Early Childhood ◽  
Best Practices ◽  
Early Years ◽  
Government Support ◽  
Educational Settings ◽  
Relevant Research ◽  
Learning Framework ◽  
Child's Play

This paper provides the rationale for an overview and a discussion of the issues that affect best practices for play-based learning, particularly the implicationsof adults’ attitudes regarding child’s play and learning for play-based learning practice in early childhood educational settings in Indonesia. The conceptof play-based learning can be attributed to the National Early Years Learning Framework in Indonesia. However, the practice remains challenging as the result of diverse concepts of child’s play and learning. This discussion begins with an overview of the framework and of government support. It details the relevant research on the challenges that educators and teachers have faced with the implementation of the framework.

Co-Enrollment Models of Preschool for Deaf and Hard-of-Hearing Children in Israel

2019 ◽  
pp. 107-132
Author(s):  
Dalia Ringwald-Frimerman ◽  
Sara Ingber ◽  
Tova Most
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Hard Of Hearing ◽  
Developmental Period ◽  
Optimal Development ◽  
Design And Implementation ◽  
Educational Environments ◽  
History Of ◽  
Hearing Children ◽  
Enrollment Models

Studies exploring the effects of early intervention on the development of young deaf and hard-of-hearing (DHH) children have highlighted several important issues that should be taken into consideration in the design of early intervention programs to achieve optimal development. This chapter describes how the Israeli preschool co-enrollment system has been adapted to meet the multifaceted challenges of integrating preschool DHH children into regular educational environments during the very sensitive developmental period of early childhood. The first section describes the history of preschool co-enrollment classes in Israel and then discusses the unique challenges to DHH interventions in early childhood. The second section presents the preschool educational system for DHH children in Israel and the design and implementation of a range of preschool co-enrollment models.

Family-Centered Intervention for Deaf and Hard of Hearing Multilingual Learners

2022 ◽  
pp. 225-245
Author(s):  
Elizabeth A. Rosenzweig ◽  
Jenna M. Voss ◽  
Maria Emilia de Melo ◽  
María Fernanda Hinojosa Valencia
Keyword(s):  
Hearing Loss ◽  
Best Practices ◽  
Language Development ◽  
Hard Of Hearing ◽  
First Language ◽  
Spoken Language ◽  
Intervention Research ◽  
Community Settings ◽  
Multiple Languages ◽  
Family Centered

This chapter explores principles of family-centered listening and spoken language (LSL) intervention, research, and best practices for children who are d/Deaf or hard of hearing (DHH) using multiple spoken languages and their families. Children with any degree/type of hearing loss who are in environments where multiple languages are spoken are referred to as deaf multilingual learners (DMLs). The language landscape for these children is varied. Some DMLs acquire a first language (L1) at home and are exposed to subsequent spoken languages in school or community settings; others are born into families where multiple languages are spoken from the beginning. While the chapter focuses on a framework of family-centered intervention applied to language development for DMLs whose families have selected LSL outcomes, the principles discussed broadly apply to DMLs using varied language(s) or modality(ies). Through analysis of best practices for interventionists and case studies, readers will understand bi/multilingual spoken language development for children who are DHH.

scholarly journals Signing and the Brain: The Importance of Early Education for Deaf and Hard of Hearing Children

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Jaimie Hong ◽  
Rosemari Nam ◽  
Elizabeth DeMott
Keyword(s):  
Hard Of Hearing ◽  
Language Skills ◽  
Spoken Language ◽  
Early Years ◽  
Standard Of Living ◽  
Early Age ◽  
Universal Language ◽  
Poor Outcomes ◽  
Hearing Children ◽  
The Brain

Language skills are developed as one is exposed to auditory input from birth to adolescence. However, a majority of deaf and hard-of-hearing (DHH) individuals do not receive adequate—or appropriate—guidance from their parents at an early age. Since the brain develops significantly during the early years of childhood, children need robust and persistent instruction to develop the ability to recognize language. DHH children who lack the ability to perceive audio and spoken language, the universal language format, have poor outcomes in the future. In fact, hearing-disabled Americans are more likely to be unemployed, imprisoned, or have poor physical health. This paper will discuss the obstacles DHH people face in society as well as introduce a program to improve the standard of living for the deaf community. It will focus on preventative methods, most importantly, the adoption of a visual language, to protect DHH children from facing major neurological issues that would intrude on their ability to communicate with others fluently. 

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