Resources – D/HH
Toy Time for Tots: A Curriculum to Support Communication and Cognitive Development for Children with Hearing Loss
was developed by the Colorado School for the Deaf and the Blind (CSDB) and its early intervention program, Colorado Home Intervention Program (CHIP). The Toy Time for Tots curriculum is based on the philosophy that play is important in the development of language skills for children ages, newborn to three years old. Here is an example, titled Drums and Rattles, from the curriculum. To order your copy of Toy Time for Tots, complete the Order Form and send it to CSDBOutreach@csdb.org.
Articles, Information and Links
+American Sign Language (ASL)
American Sign Language (ASL)
William Stokoe, Jr. (1919-2000) is a well-known linguistics pioneer of American Sign Language (ASL) and is considered the “father of ASL linguistics” by the Deaf community. In the 1960s, he studied and discovered that it contained linguistic features (phonology, morphology, syntax, and all) like any spoken language. He announced that it was positively a true language of its own.
On August 4, 2004 the Governor of the State of Colorado signed House Bill 04-1037, which allows higher education institutions and school districts to treat American Sign Language as a foreign language, and to grant academic credit for completion of ASL courses or demonstrated proficiency in ASL, to meet schools’ foreign language requirements.
Through Your Child’s Eyes
Families and their new baby can learn American Sign Language (ASL), now and together. Self-esteem and identity come from positive share experiences within the family. Watch this video to understand why.
+American Sign Language (ASL) Classes
CSDB Outreach Programs offer on-going ASL classes for parents of current CSDB students and community members. Use the ‘Join our e-mail list” button on the right navigation bar to receive class information as it is released. Class levels offered are based on the needs of paid participants each session.
The skills levels needed for each class follow:
Beginning I – for individuals who have no prior ASL training
Beginning II – for individuals who can produce and understand fingerspelling and have basic ASL vocabulary skills
Intermediate I – for individuals ready for conversational ASL and immersion in Deaf Culture
Intermediate II – for individuals ready for basic linguistics: syntax, semantics and conversational ASL
+American Sign Language (ASL) for Children
Words, pictures, and stories come to life with the magic of American Sign Language (ASL).
The word bilingual means being able to sign two or more languages. American Sign Language is a visual language and English is a spoken and written language. Bilingual Education of Deaf and Hard-of-hearing children allows children to use American Sign Language as their first language and English as their second language. Deaf culture is created by ASL shared by the Deaf community. Deaf culture also is considered for children to learn more about themselves and other deaf people.
A deaf child who does well with partial hearing via cochlear implants may still benefit from bilingualism using both languages (ASL and English). The brain doesn’t favor one over another. Language is language for the brain.
Learning English in a ECE ASL/English Bilingual School
ASL Program in Early Childhood Education
Have you ever wondered how bilingual learning really works for students who are deaf/hard of hearing in early childhood education? These two videos show the potential for deaf youngsters to be able to acquire and learn English from learning American Sign Language (ASL).
Myths About Bilingual Children by LinguaHealth
Often parents are given information about learning American Sign Language (ASL) such as the child may be more confused if the child learns two languages. The myths of bilingualism in children are discussed in this video. Join us and watch.
“Visual Language and Visual Learning” (VL2) is part of the Science of Learning Center at Gallaudet. The VL2 center publishes research briefs as a resource for educators and parents. The goal is to inform the education community of research findings, to summarize relevant scholarship, and, in the form of practice guides, to present recommendations that educators and parents can use when addressing the multifaceted challenges of educating deaf and hard of hearing children. The research briefs can be found at: http://vl2.gallaudet.edu/research/research-briefs/.