Students Who Are Deaf and Hard of Hearing and Use Sign Language: Considerations and Strategies for Developing Spoken Language and Literacy Skills

Bettie Waddy-Smith, Jane Doyle, Debra Nussbaum
2012 Seminars in Speech and Language  
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
more » ... ated 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. KEYWORDS: Deaf and hard of hearing students (DHH), sign language, auditory and speech habilitation/rehabilitation, literacy DHH Learning Outcomes: As a result of this activity, the reader will be able to (1) describe the recommended competencies for speech language pathologists when working with students who are deaf or hard of hearing (DHH) and use sign language; (2) describe strategies for implementing auditory/speech/spoken language and literacy strategies unique to the population of students who are DHH and use sign language; (3) describe
doi:10.1055/s-0032-1326912 pmid:23081791 fatcat:7vrt4rzzbbbrnnezcgp3jwqrjy