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with Support and Co-writing

by Dawn Rood and Marilyn Curley

© 2009 Andrea Kahn-Richie. All Rights Reserved. Illustrations by Val Nelson-Metlay

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Dear Rochester School for the Deaf (RSD) parents and guardians, and families of Deaf and Hard of Hearing children:

This resource came about after Andrea Kahn-Richie showed an interest in our parent/infant program in the winter of 2008. She approached me with a request to observe and interview people in the program. She was also interested in conversing with our parents. From that interest, and the realization that there is little out there to support families new to deafness, this project grew. Andrea took this on as her Capstone Project for her graduate studies at Rochester Institute of Technology (RIT) and worked closely with both Dawn Rood, our Early Childhood Center ASL teacher and me to ensure a publication that represented the Deaf perspective in guiding families. This guidance is needed early in a deaf child’s life if the goal of bringing that child along in his or her development to the highest level possible is to be reached. Once her work at RSD began, it quickly morphed from an observer stance to one of true involvement. Andrea was a big help to us with our toddlers and twos. Our FIRST classroom with those little ones is a very busy one and the more hands to help, the better. Andrea certainly stepped up to the plate to help while here and her handbook continues to assist those of us invested in raising and educating our Deaf children. Thank you, Andrea.

Marilyn CurleyDirector, Early Childhood ProgramsRochester School for the Deaf November 2009

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Preface The author and contributors hope that you will come away from reading this booklet with four major areas of understanding. These all relate to raising a deaf or hard of hearing child in an environment conducive to fostering bilingualism. The goal is to educate a child in a way that the child excels in all areas of development and becomes fluent in both American Sign Language and English. First, you will read about other parents, most of them relatively new to deafness and their reactions and eventual understandings. These positive perspectives may be different than what you currently hold. Secondly, you will see some factors crucial to language development and the impact of early support. You will then learn about our program here at the Rochester School for the Deaf. And lastly, we provide to you numerous resources to assist you in your search for information. Note that RSD is available to support you as you navigate your way in meeting the needs of your child. Enjoy the journey!

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About the Author and Contributors Andrea Kahn-Richie is a certified sign language interpreter who attended the Bachelor of Science program in American Sign Language-English Interpretation at RIT. She has also completed a Master of Science degree in Professional Studies at RIT with concentrations in Deaf Education and Human Resources and a focus on early intervention for deaf children and their families. Dawn Rood is an experienced Teacher of the Deaf (TOD) who is also a culturally Deaf person. She has worked in the field of deaf education for several years and has specifically worked with deaf children in early intervention. Dawn currently works as an ASL teacher at the Rochester School for the Deaf. Marilyn Curley joined the RSD faculty as a preschool teacher in 1980. She has been director of RSD Early Childhood Programs since 2002.

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Table of Contents

Introduction .......................................................................... 6

Parents’ Thoughts and Feelings: You are Not Alone ........ 8

Developing a Positive View of Your Deaf Child .............. 10

Communication and Language Development ................ 15

Early Intervention: RSD FIRST ......................................... 21

Resources for Families ....................................................... 23

Endnote References ............................................................ 29

Works Cited ......................................................................... 30

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Introduction Hello! If you are reading this then you have probably recently embarked on the journey of raising a deaf child. Raising a deaf child may seem daunting to you, and while there will be some challenges along the way, this handbook, as well as professionals and others, will be able to help you face those challenges and guide you on your way. You are not alone! When parents first learn that their child is deaf, they may feel a sense of shock, grief, or denial. They may feel overwhelmed or confused, and have many questions about what it means to raise a child who is deaf. Parents may feel unsure of where to turn for guidance. When you first learned that your child was deaf, you probably met with a service coordinator from the Early Intervention Program. He or she provided you with information about some services available to you and your deaf child. You may have already learned about your child’s hearing loss from an audiological or medical standpoint. This handbook will provide you with additional information and help you find services. The resources included here will support you as you seek the answers to the many questions that will arise as you

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embark on this journey. This handbook is unique in that it supports a positive view of deaf children through the eyes of the Deaf community and Deaf culturei, and offers a discussion of the importance of early language exposure for deaf children and the opportunity for your child to become bilingual. This handbook will also provide you with information about what it means to be Deaf from a cultural perspective. Through a cultural lens, you will find that a deaf child is seen as a whole individual, rather than as one who is different from the norm. A Deaf cultural perspective focuses on a deaf child’s abilities and strengths, rather than his or her inabilities or deficits. We hope that you will find the Deaf cultural view of your deaf child to be positive and enriching. Now, let’s take the first few steps on your journey together!

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Parents’ Thoughts and Feelings: You Are Not Alone

As was mentioned in the introduction, when parents find out that their child is deaf, they may experience stages of grief, which may include feelings of shock, denial, anger, depression, and guilt1. Some of the advice you hear from professionals, including doctors, speech therapists, audiologists and more, may be conflicting. Among these specialists, it is also important to include the person who can closely identify with your child and may very well hold a different, yet extremely important perspective – a Deaf adult. We hope you will “hear” the voice of that person, along with advice from others, throughout this handbook. It is important for you to know that you are not alone and that many other parents of deaf children have experienced some of the emotions and confusion that you may currently be feeling. The following thoughts and feelings have been experienced by parents of deaf children when they found out their child was deafii .

• Feelings of shock, sadness, guilt, denial, anger, and a sense of loss

• Feeling unsure of what to do• Knowing that their deaf child’s life will be different

and possibly more challenging than a hearing child’s

• Blaming oneself for one’s child’s hearing lossIt is natural for parents to experience these emotions and to have these types of questions and thoughts. Parents can overcome some of these feelings of grief and confusion by speaking with professionals who show understanding and who listen to parents’ feelings2. Also, research has found that

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parents of deaf children who have a strong social support network experience lower levels of stress3. Parents of deaf children have suggested the following supports or activities to help parents develop a positive attitude after finding out their child is deaf:

• Learning sign language can help parents move from the stages of grief to acceptance

• Speaking to other parents who have deaf children and who have experienced similar feelings and have faced similar challenges

• Meeting successful Deaf adults• Learning about Deaf culture

By taking these actions parents can move on to a stage of acceptance and begin to be able to see their son or daughter as a whole and normally developing child, who happens to be deaf. Through acceptance, parents can overcome their grief and can start thinking about their child’s development and future in a positive light. It is important for parents to be able to develop a positive view of their deaf child so that the child can, in turn, develop a positive self-image.

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Developing a Positive View of Your Deaf Child

Before your child was born you envisioned that your child would grow up to develop a strong and positive self identity. When you found out your child was deaf, did that vision change? So far, much of the information you have received about your deaf child has probably come from professionals, many of

True StoryIn a story recounted by a Deaf man, Sam Supalla, from a Deaf family, he recalls growing up thinking that all people were like him and his family, because that was what he was exposed to. One day he became interested in playing with the girl who lived next door. He enjoyed playing with her, but there was something very strange about her. She did not seem to understand any language (sign language). He thought of the girl as having some “strange affliction.” One day, when he was playing at the girl’s house, the girl’s mother came into the room and started moving her mouth. The girl then seemed to follow some instructions. When Sam got home, he asked his mother about the people next door and his mother explained that they were hearing and that they talked, rather than signed, to communicate. Sam asked if there were any other people like that in the world. When his mother said that almost everyone in the world was hearing and that he and his family were actually in the minority, Sam was surprised. Even though the experience had taught him that he and his family were not in the majority, Sam

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whom likely hold a medical or pathological view of hearing loss. The medical perspective focuses on a deaf child’s inability to hear and a child’s hearing loss is seen as a disability. A view you may not yet have been exposed to is the Deaf cultural perspective, which views Deaf people as members of a community who share a language and a culture. The medical model of hearing loss holds a deficit view of deaf people: it focuses on their inabilities, rather than abilities. The Deaf cultural model, on the other hand, views deaf children as whole, rather than deficient4.

had still not been exposed to the views of the “others, (hearing people)– “. . . it does not occur to him that these others might define him and his family by some characteristic they lack.” He has not yet “understood that the outside world considers him and his family to have an ‘affliction’; to him, immersed in the world of his family, it is the neighbors who lack the ability to communicate”10. At that age, Sam’s “looking glass self,” is still positive because he perceives that others think of him in a positive light. Later, when he encounters some negative views of Deaf people from hearing people, his self-image may be affected, but because he has developed a positive self-image as a child, he is more likely to retain that positive view of himself. And in truth, Sam Supalla has retained a positive self-image, as well as a sense of self-efficacy, as evidenced by his success as an author and professoriii. In fact, Sam Supalla collaborated on a book and video that focus on accepting differences and developing positive identities (see the Resources for Families section).

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By learning more about Deaf people and Deaf culture, you will be able to develop a positive view of what it means to be Deaf and you will begin to rejoice in your child and his or her deafness. You will view your deaf child in a truly positive light. Through a cultural lens, you will be able to see your child as a whole, normally developing individual who happens to be deaf5.

• Some parents of deaf children had the following thoughts about Deaf culture:

• One parent believes that her deaf child has the right to learn about Deaf culture, and that her child deserves it

• Another parent believes that deaf children need to be able to exist in both the hearing and the Deaf worlds

• One parent’s child is proud to be a Deaf person

Deaf culture can be a positive factor in a deaf child’s life, so with that in mind, what are the Deaf culture and the Deaf community? In addition to being deaf, members of the Deaf community share a language and culture. The language of the American Deaf community is American Sign Language (ASL). It is a misconception that ASL only consists of gestures. ASL is, in fact, a “true” language and was first recognized as such by a linguist, named William C. Stokoe, who was working at Gallaudet College in 1960. Stokoe was working as the head of the English Department when he first established that ASL had its own grammatical structure and other features of a true language6. ASL is at the heart of Deaf culture. ASL is what allows Deaf people to express themselves and to pass on their values from one generation to the next – ASL enables cultural transmission. In addition to sharing a language, Deaf people

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also share a culture. ASL is embedded in many aspects of Deaf culture, including cultural traditions such as ASL storytelling, ASL poetry, handshape games, and other cultural pastimes. If you are interested in learning more about ASL, Deaf culture, and the Deaf community, see the Resources for Families section of this handbook for books (e.g., A Journey into the Deaf-World, Deaf in America, and American Deaf Culture) and other resources. Most importantly, membership in the Deaf community provides Deaf people with a sense of belonging and enables them to develop positive identities as Deaf individuals. Humans have an innate need to belong to a group. In sociology, belonging is seen as the underlying motivator for human behavior, and is the “idea that people need strong, stable relationships with other people” in order to survive7. By developing ties with the Deaf community, Deaf people can form bonds with “like” others, and in doing so develop a sense of belonging. Having a positive community to connect with enables Deaf people to develop positive self-images and identities. In addition to the need for belonging, one way that a child develops a self-image is by observing himself through the eyes of others. We all develop what is called the “looking glass self ” – an image that represents our perceptions of how we believe others view us8. So, if a deaf child is surrounded by people who view the child in a positive light, then the child is likely to develop a positive self-image. Being surrounded by positive images of Deaf people, ASL, and Deaf culture can assist in positive identity development. In fact, deaf children whose parents use sign language generally have higher self-esteem than children whose parents do not sign, and Deaf children from Deaf families also

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generally have high self-esteem9. Deaf children of Deaf families are surrounded by people who hold a cultural view of being deaf. They typically grow up with a positive self-image of being Deaf because those around them view being Deaf as a positive characteristic.By learning more about Deaf culture and Deaf people, and by introducing your deaf child to

the Deaf community as well, you can help your child to develop a positive view of himself. You and your child can learn more about Deaf culture and the Deaf community by participating in a number of programs and activities offered by the Rochester School for the Deaf (RSD). For a description of some of these programs and services see the Early Intervention: RSD FIRST section of this handbook. Regarding the development of positive self-images, parents of deaf children had the following comments:

• As previously mentioned, one parent’s child is proud to be a Deaf person

• One parent stated that being Deaf “totally defines“ his Deaf children, in a positive way

• Another parent stated that she wants her deaf child to feel comfortable being a deaf person in public, when others might see them signing

In addition to the importance of positive identity development, early language development is also especially important for deaf children.

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Communication and Language Development

“Language resides deep within the mind; it is the rules and symbols for creating sentences, giving life to ideas. Language finds expression in speech; it also can find expression in sign.”

– Thomas Spradley and James Spradley, Deaf Like Me11.Deaf children have typically been considered at risk for language delays, but it does not have to be that way. With exposure to clear, early communication, especially clear parent-child communication, deaf children can develop language at an age-appropriate rate.

Early Language Foundation All people possess an innate ability to learn a language12, whether that language be spoken or signed13. It is especially important that children receive early exposure to language so that they can develop a language foundation because there is a critical period for language acquisition14. Deaf children of Deaf parents develop ASL skills at the same rate that hearing children of hearing parents develop spoken language15, which speaks to the importance of early language exposure. Thanks to the advent of universal newborn hearing screening (UNHS), which enables infants’ hearing loss to be identified before they leave the hospital16, hearing parents of deaf children also have the opportunity to facilitate their deaf children’s early language development. Early identification of hearing loss has been correlated with superior language abilities in deaf children17. However, early identification of hearing loss, while important, is not enough to ensure that a deaf child will not experience language delays. Enrollment in an early intervention program is also important for deaf children’s language development18 (see the Early Intervention

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section to find out what RSD FIRST has to offer). And two very important factors that influence deaf children’s language development are the accessibility of the language they are exposed to and clear parent-child communication.

Accessible Language In order for a child to be able to develop language abilities, he must be able to gain access to language. For young deaf children, even for those who are hard-of-hearing or who have or will receive a cochlear implant (CI), ASL is the most accessible language. Many parents may want their deaf child to be able to learn spoken English. That goal may be reasonable for some deaf children, but speech is not immediately accessible to a deaf infant or toddler because it is not visible. As the quotation at the beginning of this section demonstrates, speech is not the same thing as language. Deaf Like Me was written by the parents of a deaf child and is a memoir of their struggles and experiences. For a long time, the parents could not communicate with their child and she could not communicate with them because they had been focusing on speech alone. When they and their daughter began to learn sign language they realized that “language could not be equated with speech”19. By helping your child establish a language foundation in ASL, you can help him form a language base that will facilitate future learning of English. Research has found that early expressive language abilities in any language are predictive of later spoken language abilities in deaf children20. Also, using ASL with a child who will receive a CI may help the child develop a network of concepts and prevent a cognitive-linguistic gap from forming. In other words, learning sign language before learning spoken

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language can prevent language delay and enable the child to develop the tools necessary to transfer thoughts and concepts from ASL to English when he begins to learn to speak21. According to Mahshie, a researcher in the area of deaf children and bilingualism, ASL provides deaf children with a “sure thing”22. By learning ASL and by teaching ASL to their deaf children, parents can feel assured that their child will develop an early language foundation. Some parents’ comments demonstrate the value of learning ASL:

• One parent mentioned wanting her deaf child to have “the benefit of language. Period,” regardless of the mode

• Another parent stated the need to be able to communicate with his children and he wanted his children to be able to have a strong language foundation so that they would be able to incorporate new concepts into their knowledge base

• Yet another parent stated that her deaf child, whose hearing loss was not diagnosed until the age of two-and-a-half, gained about two years of language ability in one year’s time, thanks to ASL. Also, learning ASL enabled him to learn spoken English vocabulary – he was able to learn new English words because he already knew the signs

• Another parent, whose child has a cochlear implant (CI), was not sure if the CI would really be successful, so the parents learned ASL to help their child’s brain develop language so that the child would be ready to learn spoken language if the CI was found to be beneficial

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Parent-child Communication Not only is it important for deaf children to be able to gain early access to language, but it is also important that parents develop clear communication with their children. Clear parent-child communication is important for all families because through everyday interactions, parents can support their child’s learning of new concepts and skills23. And much of that support occurs through language24. Specifically regarding parents of deaf children, clear parent-child communication has been shown to predict a child’s language development, reading ability25, and socio-emotional development26. Also, studies have found that the interactions of Deaf parents and their Deaf children are similar to those of hearing parents with hearing children because there is clear communication in the home27. Deaf children’s literacy has also been positively related to learning ASL and clear communication at home.

Literacy Children’s reading and writing skills are built on top of their language foundation. Some factors that have been linked to literacy development in deaf children are a parent’s communication skills (clear parent-child communication)28, early exposure to written English29, use of a form of sign language30, and specifically, the use of ASL. In a study by Strong and Prinz (2000), the researchers found that both deaf children from hearing families and Deaf children from Deaf families performed equally well on measures of English literacy when their ASL skills were “medium” or “high”31.These findings are very promising because they indicate that all deaf children, regardless of whether their parents are hearing or Deaf, can attain strong English literacy through a foundation in ASL.

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Bilingualism “Every deaf child, whatever the level of his/her hearing loss, should

have the right to grow up bilingual. By knowing and using both a sign language and an oral language (in its written and, when possible, in its spoken modality), the child will attain his/her full cognitive,

linguistic and social capabilities.” – Francois Grosjean32. Finally, in our discussion on language development, it is important to discuss deaf children as bilingual children. Francois Grosjean, a well-known linguist and researcher on bilingualism, states in the above quotation that deaf children have the right to become bilingual. Bilingual education for deaf children has been found to be successful in countries such as Sweden and Denmark, and in Sweden a bilingual education system for deaf children has been government-mandated since 198133. The deaf children in the first experimental bilingual programs in Sweden and Denmark “tested higher in reading” than children who were not enrolled in the bilingual programs34, and bilingual education in general has been “associated positively with greater cognitive flexibility and awareness of language”35. RSD also supports bilingual education and within their educational vision, one of their goals is to provide, “Resources for faculty, staff and students to become fluent communicators in both English and American Sign Language by faculty and staff that are likewise fluent”36.

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Parents of deaf children had the following thoughts and comments about literacy and bilingualism:

• One parent’s child, who has a foundation in ASL and also has a CI, is in first grade but is reading at a second grade level

• Another parent of an adopted deaf child, who originally was delayed in language development, is now reading at the target level for her age

• And a majority of parents interviewed believed their deaf children were bilingual

So, while deaf children have traditionally been considered at risk for delays in language development, they do not have to experience such delays. With a foundation in an accessible language like ASL, clear parent-child communication, and participation in an early intervention program that supports a child’s development, deaf children can develop age-appropriate language abilities and develop in other areas as well. Now, let’s talk a little bit about how the RSD parent and infant program can help your deaf child grow.

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Early Intervention: RSD FIRST Early intervention (EI) programs can provide deaf children and their families with support that will help to ensure that a deaf child develops early language, and also develops in other areas as well. EI programs that are family-centered are able to support the needs of not only the deaf child, but also the child’s parents. Family-centered EI programs encourage parents to become involved in the decision-making process of their young child’s education. Such EI programs also support partnerships between parents and professionals that will enable parents to become actively involved in their child’s overall development37. At RSD, the EI program is called Family Instructional and Resource Service Team (FIRST). The FIRST program supports infants and toddlers and their families from birth to age three and is designed to encourage deaf children’s language and social development. The FIRST program is also designed to help parents of deaf children learn sign language and to help promote parent-child communication38. The FIRST home-based program, in which professionals (i.e. speech therapists, ASL instructors, and others) visit a family’s home, lasts from birth to age 18 months. During home visits, the family’s communication and socialization skills are fostered. The parents are also able to meet with Deaf role models, learn about Deaf culture, and also learn about the “life experiences” of Deaf people. From age 18 months to age three, deaf children attend classes at RSD where they receive support and instruction from preschool, ASL, and speech teachers, as

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well as opportunities for “creative play” with peers39. The RSD FIRST program enables deaf infants and toddlers to develop successful language and socio-emotional development skills, which are important for a deaf child’s overall development and future success. Here are some specific supports offered for deaf children and their parents by the RSD FIRST program and through other programs at RSD:

• Home visits from specialists• One-on-one ASL instruction• Free Signs for All classes• Access to Deaf role models• Shared Reading Program

(see the Resources for Families section to learn more)

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Resources for Families

RSD Resourceshttp://www.rsdeaf.orgEarly Childhood Center (ECC) and Parent Staff Association meetingsFamily brunches, dinners, and other eventsHoliday celebrationsShared Reading Program

This program is designed to assist parents in learning the best ways to share books with their deaf children. Deaf tutors who are fluent in ASL make home visits and teach parents how to successfully read to their children (see also the section on the Clerc Center page 24).

Signs for Allhttp://rsdeaf.org/enhancement_asl.aspThis program, offered by RSD’s Outreach Center, provides ASL classes to the Rochester community. Classes are free for RSD family members, including parents, legal guardians, grandparents, and siblings of children enrolled at RSD.

Community ResourcesGreater Rochester Area Parent Education Network (GRAPEN)

This network is supported by BOCES #1 and #2, Greece Central Schools, the National Technical Institute for the Deaf (NTID), Rochester City School District, and RSD. Contact Marty Nelson-Nasca for more information (Email: Marty_NelsonNasca@BOCES.monroe.edu).

Rochester Area Coalition of Service Providers for Deaf/Hard of HearingChildren Coalition Members

Monroe BOCES #1, Monroe County Early Intervention Program, Rochester Hearing & Speech Center, and RSD Outreach Center

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Resource Guide for Parents of Children with Hearing LossThe coalition created a guide for parents of deaf children that includes information on a number of topics related to raising a deaf child. It also includes lists of local, state, and national resources (Contact the RSD ECC to obtain a copy).

New York State ResourcesNew York State Department of Health

The Early Intervention Program – A Parent’s Guide –http://www.health.state.ny.us/community/infants_children/early_intervention/parents_guide/docs/parents_guide.pdfThis guide for parents, which can be downloaded as a PDF file, provides information on the state-supported Early Intervention Program.

New York State Department of EducationInformation for Parents of Preschool Students with Disabilities: Ages 3-5 – http://www.vesid.nysed.gov/specialed/publications/preschool/brochure.htmInformation on preschool special education services, including some information on the transition from EI to preschool services.

National Organizations and Helpful WebsitesAmerican Society for Deaf Children (ASDC)

http://www.deafchildren.org/ASDC is a national, non-profit organization that “supports and educates families of deaf and hard of hearing children and advocates for high quality programs and services.”

Hands & Voices http://www.handsandvoices.org/Hands & Voices is a parent-driven, non-profit organization that “is dedicated to supporting families with children who are Deaf or Hard of Hearing without a bias around communication modes or methodology.”

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Center for ASL/English Bilingual Education and Research (CAEBER)

http://caeber.gallaudet.edu/CAEBER “promotes promotes effective bilingual instruction using ASL and English for deaf and hard-of-hearing students.”

Clerc Center at Gallaudet University The Clerc Center provides parents and professionals with information on a variety of topics related to raising and educating deaf children.Help for Babies (0 to 3) – http://clerccenter.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_to_Go/Help_for_Babies_(0_to_3).htmlThis site provides information for parents on EI for deaf babies and toddlers, including information on language development, findings services, and a family’s role in EI.

Shared Reading Project (SRP) http://clerccenter.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_to_Go/Language_and_Literacy/Literacy_at_the_Clerc_Center/Welcome_to_Shared_Reading_Project.htmlThe SRP, as previously mentioned, is designed to teach parents how to read to their deaf children.

Deaf Resources – Say it with sign! http://deafresources.com/This website sells products related to ASL, deaf education, Deaf culture, and other relevant topics. There is a section specifically for babies, and the books and DVDs section is also useful.

Deaf Bilingual Coalition (DBC) http://www.dbcusa.org/The DBC is a grassroots organization that “promotes the basic human right of all Deaf infants and young children to have access to language and cognitive development through American Sign Language (ASL).”

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National Association of the Deaf (NAD) http://www.nad.org/The NAD was established by Deaf individuals and its mission is to “promote, protect, and preserve the rights and quality of life of deaf and hard of hearing people.” The NAD values ASL and Deaf culture. The NAD website provides information on a variety of issues. Their section on EI includes information for parents, as well as information on laws, such as the early hearing detection and intervention (EHDI) bill.

National Center for Hearing Assessment and Management (NCHAM)

http://www.infanthearing.org/This site provides useful information and links to other organizations on a variety of topics, including UNHS, early intervention, EHDI, and information specific to laws and services by state.

Raising and Educating a Deaf Child http://www.rit.edu/ntid/educatingdeafchildren/This site provides a forum for parents to ask questions on a variety of topics related to raising a deaf child and for professionals to respond to those questions. The site is also connected with a book by the same name (see the section on Books below).

Sign Language WebsitesThe following websites are online sign language dictionaries. By utilizing these sites, you can learn new signs.

ASL Pro –http://www.aslpro.comThis site provides a straightforward online video dictionary of ASL signs. There is also a list of conversational phrases.

HandSpeak – http://www.handspeak.comThis site includes over 4,700 signs, each demonstrated by video. There is also a section on Baby Sign.

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LifePrint: Babies’ First 100 Signs – http://lifeprint.com/asl101/pages-layout/concepts.htmThis site does not have video clips, only still images.

BooksAmerican Deaf Culture: An Anthology (1989), edited by Sherman Wilcox

This is a collection of papers written by Deaf people about topics that are pertinent to the Deaf community and Deaf culture.

Deaf in America: Voices from a Culture (2000), by Carol Padden and Tom Humphries

This book includes stories and other insights from Deaf people about Deaf culture and the Deaf community.

A Journey into the Deaf-World (1996), by Harlan Lane, Robert Hoffmeister, and Ben Bahan

This book provides information from a Deaf perspective on the Deaf community and Deaf culture, ASL, and raising and educating deaf children.

Raising and Educating a Deaf Child: A Comprehensive Guide to the Choices, Controversies, and Decisions Faced by Parents and Educators (2007), by Mark Marschark

This book provides useful information on a variety of topics such as language development and communication, literacy development, and educational options. The author supports the learning of both English and ASL by deaf children.

Resource Guide for Parents of Children with Hearing Loss, by the Rochester Area Coalition of Service Providers for Deaf/Hard of Hearing Children

See the section on Community Resources above for more information.

You and Your Deaf Child (1997), by John Adams While a bit dated, this book provides useful information for parents on raising a deaf child and it also provides activities at the end of each chapter to help parents work toward goals such as learning to cope with their feelings, learning to develop parent-child communication, and others.

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You and Your Deaf Child (2003), by the Ontario Association of the Deaf and the Ontario Cultural Society of the Deaf

This handbook for parents of deaf children was created in Canada by two Deaf organizations and includes positive and cultural information on raising a deaf child.

Videos and other MediaASL Video Dictionary and Inflection Guide

http://www.ntid.rit.edu/dig/This useful CD ASL dictionary was created at the National Technical Institute for the Deaf (NTID) at RIT and includes lists of signs by topic. Most of the signs have also been used in sentences so that the user can see the sign used in context. See the website to purchase the CD.

Bird of a Different Feather & For a Decent Living, by Sam Supalla and Ben Bahan

This book and video combo includes two stories told by Deaf storytellers – Sam and Ben – that are about accepting differences and developing positive identities.

Signing Time! Videos http://www.signingtime.com/These videos combine ASL, bright colors, and music to teach children (and their parents) new signs. Each DVD has a topic and teaches children signs related to that topic. There are specific Baby Signing Time videos, as well as videos for older children. For more information on the products available, check out the website.

Parent Support NetworkIf you are interested in making connections with other parents of deaf children who have experienced many of the feelings and challenges you are currently going through, then please contact Marilyn Curley, RSD’s Director of Early Childhood Programs.

Marilyn Curley Phone: (585) 544-1240 Email: mcurley@rsdeaf.org

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[i] The term “deaf ” is written here, and throughout this handbook, with a capital “D,” to represent Deaf people as members of a cultural and linguistic minority group, rather than as a group of people who cannot hear.

[ii] Personal communications: June 18, 2009; June 19, 2009; June 26, 2009; July 1, 2009; and July 10, 2009

[iii] See Supalla’s faculty profile for more information: http://coe.arizona.edu/pages/fac_sersp/supalla.php

[1] Luterman, 1979[2] Luterman, 1979; Mindel &

Feldman, 1987[3] Meadow-Orlans (1994), as cited in

Calderon and Greenberg, 1997[4] Marschark, 2007; Parasnis, 1996,

p. 9[5] M. Curley, personal

communication, April 16, 2009[6] Stokoe 1960/2005[7] Fiske, 2004, pp. 14-16[8] Cooley (1922), as cited in Tatum,

2003, p. 18[9] Bat-Chava, 1993[10] Padden & Humphries, 2000, pp.

15-16[11] Spradley & Spradley, 1989[12] Chomsky, 1975[13] Klima & Bellugi, 1979[14] Lenneberg, 1967

Endnote References: [15] Newport & Meier, 1985; Pettito &

Marentette, 1991[16] Joint Committee on Infant

Hearing (JCIH), 2007[17] Yoshinaga-Itano, Sedey, Coulter,

& Mehl, 1998[18] Moeller, 2000[19] Spradley & Spradley, 1989[20] Yoshinaga-Itano, 2006[21] Koch (2000), as cited in

McConkey Robbins, 2001[22] Mahshie, 1997[23] Vygotsky, 1986[24] See Woolfolk, 2008, p. 61[25] Calderon, 2000[26] Bat-Chava, 1993; Calderon, 2000[27] Meadow, Greenberg, Erting, &

Carmichael, 1981[28] Calderon, 2000[29] Toscano, McKee, & Lepoutre,

2002[30] Brasel & Quigley, 1977[31] Strong & Prinz, 2000[32] Grosjean, n.d.[33] Davies, 1991[34] Mahshie, 1995, p. 18[35] Hakuta, 1990, p. 7[36] Rochester School for the Deaf

(RSD), 2008a[37] Bodner-Johnson & Sass-Lehrer,

2003[38] RSD, 2008a, 2008b[39] RSD, 2008b

30

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