capstone - phase 5 - powerpoint
TRANSCRIPT
CAT MULLENCAPSTONE PROJECTPHASE 5 - OUTCOME
Serving Preschool Age Children who are Deaf and Hard of Hearing
in the Public Library
STATISTICS REGARDING DEAF AND HARD OF HEARING CHILDREN IN
THE UNITED STATES
The Population
Statistics
National Institute of Deafness and Other Communication Disorders (NIDCD) 2 to 3 out of ever 1,000 children in the United States are born with
a detectable level of hearing loss in one or both earsGallaudet Research Institute (GRI)
37,828 children nationwide (newborn to age 18) were reported as receiving educational services related to their hearing impairment
Of these, 2,415 (6.5% of the reported population) were aged three to five years (typical preschool age) Numbers by no means exhaustive, but do give a framework
738,000 individuals living with severe to profound hearing loss in the United States Of those, almost 8% are under the age of 18 – 60,000 children and
young adults
THE DEAF AND HARD OF HEARING WORLD IS FILLED WITH
UNFAMILIAR VOCABULARY—IT IS IMPORTANT TO HAVE A GENERAL
UNDERSTANDING OF VOCABULARY ASSOCIATED WITH THIS
POPULATION AND BE UP TO DATE ON CURRENT TERMINOLOGY
Vocabulary & Terminology
Types of Hearing Loss
Conductive Hearing loss occurs when sound is not conducted
efficiently through the outer ear canal to the eardrum and the tiny bones of the middle ear
Sensorineural There is damage to the inner ear or to the nerve
pathways from the inner ear to the brainMixed
Combination of conductive and sensorineural
Levels of Hearing Loss
Mild: Soft noises not heard; understanding speech in loud environment difficult
Moderate: Soft and moderately loud noises not heard; understanding speech becomes very difficult w/ background noise
Severe: Convos have to be conducted loudly; group conversations possible with much effort
Profound: Some very loud noises heard; w/out hearing aid, communication no longer possible even w/ great effort
Sound Broken Down
Human speech consists of vowels and consonants at different loudness and frequency levels. They are recorded on the audiogram as a so-called ‘speech banana.’ It is an easy way to check whether the entire spectrum of speech is still audible and how a person’s hearing changes with time
Term Definition
1. Deaf
2. deaf
3. Hard of Hearing
1. Refers to members of the Deaf culture or Deaf world, or people with Deaf identity
2. Refers to those who have the audiological condition of not hearing
3. Can denote a person with mild-to-moderate hearing loss
Terminology
Deaf Culture Deaf people as a linguistic
minority have a common experience of life, and this manifests itself in Deaf culture
Includes beliefs, attitudes, history, norms, values, literary traditions, and art
Deaf culture is at the heart of Deaf communities everywhere in the world
Each can be a distinct cultural and linguistic group
Further reading: http://wfdeaf.org/our-work/focus-areas/deaf-culture
Terminology Take Away
How people “label” or choose to identify themselves is a personal matter
Identification may reflect: Relationship with the deaf and hard of hearing
community Degree to which they can hear Relative age of onset
Important to explore terminology, keep up to date, and be sensitive and aware of what this service population prefers to be called
PROBLEMS THAT ARISE WHEN TRYING TO SERVE THIS
POPULATION
Issues
IssuesHidden impairment
Most of the time, one cannot look at a patron and deduce that they are hearing impaired
Communication Hearing impaired patrons communicate in such a
wide variety of ways, it can be difficult for librarians who are not mindful of the impairments of their patrons to be aware of their needs Speaking, writing, signing, gesturing, or a combination of
theseEmbarrassment
Deaf or hard of hearing children may not be good readers
Have more in common with ESL learners
Limited Knowledge
Many libraries and librarians have limited knowledge of this population
May lack appropriate resources to assist the patrons, their families, and their caregivers
If they lack resources, they may not adequately market these services to the patrons As this is a hidden impairment, marketing can be
crucial
DEAF AND HARD OF HEARING CHILDREN DEVELOP EARLY
LITERACY IN A DIFFERENT WAY THAN NORMAL HEARING
CHILDREN—LIBRARIANS SHOULD BE AWARE OF THIS
Early Literacy
Early Literacy Young children’s grasp of
print as a tool for making meaning and as a way to communicate combines both oral and written language Children draw and scribble
and ‘read’ their marks by attributing meaning to them through their talk
They listen to stories read aloud
Children’s early reading and writing learning is imbedded in a larger developing system of oral communication Sound is essential to
developing critical literacy skills
Early Literacy Continued
Two of the three critical content categories in early literacy deal directly with hearing Oral language
comprehension Phonological awareness
The ability to pay attention to, identify, and reflect on various sound structures of speech
Critical understanding needed to progress in literacy
Early Literacy for Deaf and Hard of Hearing Children
On average, children who had language deficits had greater difficulty functioning in day-to-day life Children’s language attainment decreased as hearing
loss increasedHearing impaired children, during preschool
years, are vulnerable to reading problems that arise from weaker development of vocabulary, sentence, and discourse skills
Hope for Deaf and Hard of Hearing Children
Researchers have found that when a baby’s hearing abilities are identified early and children and families receive excellent intervention services by one year of age, children can attain language skills near the level of their hearing peers by the time they are five years old
IDEA FOR PROVIDING PUBLIC LIBRARY RESOURCES TO DEAF AND HARD OF HEARING FAMILIES AND
CHILDREN
Providing Resources
Factors for Providing Services
Collection development Collect video materials and inclusive children’s literature
MarketingClear policies
Clear policies regarding deaf and hard of hearing patrons Clear goals in the library’s strategic plan
Support from library management Can help clear roadbloks Shuffle in new ideas
Children’s programming
Children’s Programming
Library programs for deaf children should reflect the wide variety of existing children’s programs Storytelling Crafts Guest performers More!
Implementing sign language (if possible) General consensus that this
is positive for hearing impaired and normal hearing children
Your role: Establish a literacy-rich
environment Share good books Demonstrate appropriate
reading behavior Engage the child
Elaborate on the textReread stories on a
storytelling or a story reading continuum Take time to make sure
the child understands
Follow the child’s lead Take cues from the child
Connect concepts from the story to the real world Relate the characters to real
eventsUse eye contact to elicit
participationAt out the story after
you’ve read itMake sure the environment
you and the child are in is both positive and reinforcingBelieve in the child!
Reading to Deaf and Hard of Hearing Children
Manual and DVD: Reading to Deaf Children: Learning From Deaf Adults (A Guide for Parents and Teachers Who Want to Share the Pleasure of Reading with the Deaf Children in Their Lives)
Recommended by the Laurent Clerc National Deaf Education Center at Gallaudet University
Video presentation: http://www.gallaudet.edu/clerc-center/learning-opportunities/online-learning/fifteen-principles-for-reading-to-deaf-children.html
Reading to Deaf and Hard of Hearing Children
Reading to Deaf and Hard of Hearing Children
The Denver Public Library has other great ideas on how to best read to and read with deaf and hard of hearing children on their blog Https://
www.denverlibrary.org/blog/reading-deaf-and-hard-hearing-children
Read With Me DVD Series Shares the joy of
storytelling with deaf toddlers—ideas for parents and caregivers
CAN BE HIGH OR LOW TECH – MANY DIFFERENT WAYS THAT
LIBRARIANS AND LIBRARIES CAN USE TECHNOLOGY TO BETTER
ASSIST THEIR PATRONS
Technology
Assistive Technologies
Most devices either provide amplified sound or alternate ways to access information through vision and/or vibration
Three general categories Hearing technology Alerting devices Communication supports
Examples: Telecommunications Devices for the Deaf (TDDs) Television Telecaption Decoders
Overall goal: improved accessibility to information most people gain through their hearing
Opportunities with iPads
Applications The Baobab
Interactive, bilingual storytelling app (English/American Sign Language)
Created by the Gallaudet University’s Science of Learning Center on Visual Language and Visual Learning
Splingo’s Language Universe Builds listening and language skills Designed by Speech-Language Pathologists
Little Ears – Sounds for Toddlers Build listening and language skills Provide greater audio awareness
Signed Stories Best-selling children’s stories performed in American or British Sign
Language
Tele-Intervention New and emerging technique
that is providing health care to people in remote areas
Strategies to help deaf and hard of hearing children: Given the fact that there is
a limited supply of people trained to provide services to infants and young children, this valuable new technology can help provide services to deaf and hard of hearing children in rural or remote areas
For further reading: http://www.infanthearing.org/ti-guide/
Sites that Discuss Technology for Deaf and Hard of Hearing Preschool Age Children
Assistive Technology From the WI Department of Public Instruction: http://
www.wati.org/content/supports/free/pdf/Ch13-Hearing.pdf
iPad Applications Healthy Hearing list: http://
www.healthyhearing.com/report/51839-8-great-apps-for-children-with-hearing-loss
PRINT RESOURCES TO HELP YOU BEST SERVE DEAF AND HARD OF HEARING CHILDREN AND THEIR
FAMILIES IN YOUR LIBRARY
Physical Resources
Books to Know Try Your Hand at This: Easy
Ways to Incorporate Sign Language into Your Programs by Kathy MacMillan
Turning the Tide: Making Life Better for Deaf and Hard of Hearing Schoolchildren by Gina A. Oliva & Linda Risser Lytle
Deaf in America: Voices from a Culture by Carol Padden & Tom Humphries
Issues in Access: Creating Effective Preschools, for Deaf, hard of Hearing, and Hearing Children by Gail Solit & Angela Bednarczyk
Once Upon a Sign: Using American Sign Language to Engage, Entertain, and Teach All Children by Kim Taylor-DiLeva
ONLINE RESOURCES TO HELP YOU SERVE DEAF AND HARD OF
HEARING CHILDREN AND THEIR FAMILIES IN YOUR LIBRARY
Digital Resources
Laurent Clerc National Deaf Education Center
Located at Gallaudet UniversityProvides information, training, and technical
assistance for parents and professionals to meet the needs of deaf and hard of hearing children
Resources Provides resources for families, for professionals new
to deaf education, and parents and professionals who have or work with children who are deaf or hard of hearing
Provides technology in different forms to promote online learning
Resources for Families
Alexander Graham Bell Association for the Deaf and Hard of Hearing Helps families, health care providers, and education professionals
understand hearing loss and the importance of early diagnosis and intervention
Get advocacy information, publications, resources, and more National Institute on Deafness and Other Communication Dis
orders (NIDCD) Conducts and supports research in the normal and disordered processes
of hearing, speech, and language American Society for Deaf Children
Valuable resources for parents, educators, and providers National Association of the Deaf
The Nation’s premiere civil rights organization of, by, and for deaf and hard of hearing individuals in the United States
Wisconsin Department of Public Instruction Services for the deaf and hard of hearing
Resources for Librarians Disability Resources – Serving Deaf Patrons
List of links to resources to better serve deaf patrons Association of Specialized and Cooperative Library Agencies (ASCLA)
Library Accessibility Tip Sheet (PDF Format) ASCLA’s Library Service to People Who Are Deaf or Hard of Hearing Forum (LSSP
S) The Deaf Resource Library
A virtual library—online collection of reference material and links intended to educate and inform people about Deaf cultures in the United States
The Red Notebook A starting point for libraries to look up information regarding the deaf
community and library services Deaf Culture Online
Everything you’ve wanted to know about Deaf culture (and then some) National Literary Society of the Deaf (NLSD)
NLSD promotes networking and shared resources to assure the provision of cost-effective and efficient library services to the deaf community regardless of location
Continuing the Conversation: Serving Deaf Patrons in the Library ALA Editions special report
Other Useful Websites
Described and Captioned Media Program Provides free access to thousands of free-loan described and
captioned media titles Many different topics to choose from
Gallaudet University Private university for the education of Deaf and hard of hearing
individuals World’s largest publisher of books about and for the deaf
community Has large list of public LibGuides on many different topics related
to deaf and hard of hearing researchThe Pinellas Public Library Cooperative
A library that also serves as a Deaf Literacy Center Website is full of facts and tips and ideas
CONNECT WITH LOCAL DEAF COMMUNITIES AND DEAF
EDUCATION CENTERS – FOSTERING COMMUNICATION AND CREATING
GREAT RELATIONSHIPS IS KEY TO ASSISTING THIS SERVICE
POPULATION
Outreach
Outreach Ideas
Connect with the Deaf community in your area Can offer invaluable insight Fosters relationships Elevates so-so programs to exemplary ones
For Wisconsin residents: http://
dpi.wi.gov/sites/default/files/imce/pld/pdf/ysn-03.pdfWorld Federation of the Deaf
http://wfdeaf.org/our-work/focus-areas/deaf-culture
- Marlee Matlin
“The handicap of deafness does not lie in the ear;
it lies in the mind.”
Thank You
IF YOU HAVE ANY FURTHER QUESTIONS, PLEASE FEEL FREE
TO CONTACT ME BY EMAIL [email protected]
References
Ching, T.Y.C., Crowe, K., Martin, V., Day, J., Mahler, N. Street, L., Orsini, J. (2011). Language development and everyday functioning of children with hearing loss assessed at 3 years of age. International Journal of Speech-Language Pathology, 12(2), 124-131.
Community and culture. (2016). Frequently asked questions. National Association of the Deaf. Retrieved from https://nad.org/issues/american-sign-language/community-and-culture-faq
Degree of hearing loss. (2015). American Speech-Language-Hearing Association. Retrieved from http://www.asha.org/public/hearing/Degree-of-Hearing-Loss/
Gallaudet Research Institute (April 2011). Regional and National Summary Report of Data from the 2009-10 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: GRI, Gallaudet University.
Johnston, F., Invernizzi, M., Helman, L., Bear, D., & Templeton, S. (2015). Phonological awareness. In Words their way for Pre-K-K (pp. 57-77). New York: Pearson.
References Continued
Lederberg, A. R., Miller, E. M., Easterbrooks, S. R., & Connor, C. M. (2014). "Foundations for literacy": An early literacy intervention for deaf and hard-of-hearing Children. Journal Of Deaf Studies And Deaf Education, 19(4), 438-455. http://dx.doi.org.ezproxy.lib.uwm.edu/10.1093/deafed/enu022
Lederberg, A.R., Schick, B., & Spencer, P.E. (2013). Language and literacy development of deaf and hard-of-hearing children: Successes and challenges. Developmental Psychology, 49(1), 15-30.
Lightfoot, M.H., & Meynardie, B. (2015). Online with the clerc center: Bringing resources to families and professionals. Odyssey: New Directions in Deaf Education, 16, 68-73. Retrieved from http://files.eric.ed.gov.ezproxy.lib.uwm.edu/fulltext/EJ1064166.pdf
Marschark, M., & Hauser, Peter C. (2011). How deaf children learn: What parents and teachers need to know. Cary: Oxford University Press, USA.
McCarthy, M., Muñoz, K., & White, K. (2010). Teleintervention for infants and young children who are deaf or hard-of-hearing. Pediatrics, 126, Suppl 1, S52-8.
References Continued
Moeller, M.P., Tomblin, J.B., Yoshinaga-Itano, C., Connor, C.M., & Jerger, S. (2007). Current state of knowledge: Language and literacy of children with hearing impairment. Ear & Hearing, 28, 740-753.
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
National Institutes of Health. (2014). Quick statistics: NICDC health information. Retrieved February 28, 2016, from http://www.nidcd.nih.gov/health/statistics/Pages/quick.aspx
Paul, P.V. (2011). What’s in a word (label, phrase, term, etc.)? American Annals of the Deaf, 156(3), 235-238. doi:10.1353/aad.2011.0029
Playforth, S. (2004). Inclusive library services for deaf people: An overview from the social model perspective. Health Information & Libraries Journal, 21. 54–57. doi:10.1111/j.1740-3324.2004.00518.x
References Continued
Riley, C. (2009) Training for library patrons who are hard of hearing. Journal of Access Services, 6(1-2), 72-97. doi:10.1080/15367960802286260
Sass-Lehrer, Marilyn. (2011). Early beginnings for deaf and hard of hearing children: Guidelines for effective services. Gallaudet University, Laurent Cler National Deaf Education Center. Retrieved from www.gallaudet.edu/documents/clerc/ei.pdf
Schleper, D. R. (1997). Reading to Deaf Children: Learning from Deaf Adults. Washington, DC: Laurent Clerc National Deaf Education Center at Gallaudet University. (ISBN 0-88095-212-1)
Slater, L. (2013). Public library services to deaf families and deaf children. OLA Quarterly, 19(3), 12-17.
Types of hearing loss. (2015). American Speech-Language-Hearing Association. Retrieved from http://www.asha.org/public/hearing/Types-of-Hearing-Loss/