The We Do Listen Foundation has added accurate captioning to a number of their animated books and songs. You can see them on YouTube here.
Students who are Deaf or Hard of Hearing face continual challenges in their identity development. Check out this young woman’s perspective on what it means to be Deaf. Have you always wondered what fingerspelling looks like in other languages? Well, look no further! Click on this link and be exposed to the diversity of fingerspelling in ten different languages! http://mentalfloss.com/us/go/8566
Love the story of The Giving Tree by Shel Silverstein? It’s a classic and it’s beautifully told in ASL by well-known Deaf TV actor, Daniel Durant! You may need to access it through Facebook; the link is: https://www.facebook.com/431820943563142/videos/1074724815939415
![]() For Question #20, we encourage students to wait 2-5 minutes for the interpreter after class starts. Be sure the classroom teacher is aware that the interpreter isn't there yet. The classroom teacher could call the Deaf Ed Classroom to inquire about the interpreter, or the DHH student could walk to the Deaf Ed Classroom to check on interpreting status. When DHH students are not present in the mainstreamed classroom, we advise interpreters to stay 10-15 minutes before leaving the class. It will be the DHH student's responsibility (if they are late) to go to the Deaf Ed classroom to get their interpreter. For Question #21, it is rare for interpreters to be late for class, but we encourage DHH high school students to start problem-solving various situations with interpreters they work with, as this may be a lifelong advocacy, communication, and relationship-building skills they develop as productive citizens, responsible employees, and lifelong learners. EHS DHH Students did a great job with their answers! Sometimes it depends on the situation of what to do. Sometimes it depends on what the DHH student prefers. In all situations, it is imperative that the DHH individual communicate their preference to the interpreter. It is also important that the DHH high school student/soon-to-be-adult advocate for their needs in the setting. Kudos to our EHS DHH Students for their great answers! Keep the dialogue going about best practices in using our esteemed sign language interpreters!
Looking for best practices in deaf and hard of hearing education with early intervention? Look no further! The following post is the most recent cumulative findings on what effective language acquisition for Deaf and Hard of Hearing children look like. Please read and share with others! http://www.gallaudet.edu/clerc-center/info-to-go/early-intervention.html
Hey DHH kids! Did you know you can teach your pet sign language? Check this out! http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiQ7rmSyNjPAhVCXR4KHQRVC58QtwIIHjAA&url=http%3A%2F%2Fabcnews.go.com%2FUS%2Fvideo%2Fdeaf-girl-teaches-dog-sign-language-heartwarming-video-40361307&usg=AFQjCNEE9jTs-GyJza3rSQg8L8Xe9CkUGA&sig2=Ecz3IKYpQAGsjWakOcVgpA
For families who are looking for ideas of how to help their children calm down, here are 50 great suggestions! Making and shaking a glitter jar, creating and/or reciting a mantra, and looking at fish are some fun and helpful ideas. Check out this post! http://blogs.psychcentral.com/stress-better/2016/09/50-calm-down-techniques-to-try-with-kids/
Need a visual breathing relaxation exercise? Check this out! Look at this graphic design expanding and breathe along with it. It’s surefire to help you relax for several minutes! https://beamindful.com/2014/12/01/visual-breathing-exercise/
Everyone should read this study! It’s not deaf-specific but it sheds illumination into the world of language development for typical children in different socio-economic levels. Deaf and Hard of Hearing children need ALL the language opportunities available! https://www.scilearn.com/blog/nearly-20-years-later-what-have-we-learned-from-hart-and-risley-steve-miller
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