www.dbcusa.org

From Delani Huntoon, Parent of Two Deaf Children

How I wish I had found you 2 1/2yrs ago… We are parents of 5 children, 2 of which are Deaf. I stumbled upon the speech that you gave in March while I was googling for how to teach a deaf child to read. Our 2 deaf children are 4 years old and 8 month. John Egbert's Presentation at EHDI 2009

With our 4 year old, we were told all the lies of don’t use sign because she won’t want to talk. We do use aids for the girls. We have had pressure from all sources to get cochlear implants since the 4 year old is severe to profound and the baby is profoundly Deaf. When they announced the hearing results from the baby, our statement was, Genavieve is profoundly Deaf and cochlear implants are not an option.

We feel that this is not life threatening so the girls should be able to have input into the matter. But the professionals try scare tactics having you believe that you will damage your child if you don’t implant them as soon as possible. We believe that our children are not handicapped but have a different way of learning.

With our oldest daughter, we realized by the time Arabella was about 15 months old that the oral approach was not working. We started the year of screaming because our daughter had no way to communicate with us, she was frustrated and we were also. This is when are eyes began to open and the fight began. Our daughter has tested above average in all other ways since the first baby test they gave her.

We were able to get the person pushing her oral approach out of our house but we were labeled as problem parents. And she actually told the new person that was coming into our home that knew ASL not to use it because we were a very oral family. Imagine her surprise when some of the first words out of my mouth was, “Do you know any sign?” Her response was “yes”. Then I asked, “How do you sign milk?”

It was a long process to get to the point of having an early intervention service provider in our home that signed and our daughter was already approaching 2 ½ years old. Then came the transition from 0 - 3 services to 3 years old and up services, and where are we going to place her for age 3. The service providers’ theory was place her in Little People Land ( a Special Education Program) or our other option was to mainstream her with an Interpreter (“What is the point of an Interpreter when the child does not know sign??”)

We were told that the least restrictive environment were these 2 options. We went through 2 mediations and lots of prayer. If we lived closer to a Deaf school… that may be an option. but we feel that these are our children and we want to raise them. Arabella now gets ½ mainstream and ½ Hearing Impaired room for the past year.

Today we had a placement meeting and were told that our 4 year old cognitively knows more than most of the Kindergarteners who are going into first grade. When a year ago she only signed 35 words, she now recognizes and signs over 200 words.

We can’t wait to see where our 8 month old will be when she is 4 years of age so I can tell them “I told you so!” She is already signing milk and more. The good news they are asking me what we are looking for with our 8month old. So I gave them your website( http://www.dbcusa.org/ )to look at. The bad news, all the other deaf children in our area are being serviced by the woman who believes in the oral approach only.

Recently, a parent asked what we were doing. Her response was “That’s great, I hope it works for them, but I just don’t have the energy to fight like that.” I wanted to say, “This is Your child!!! If you are not willing to fight who will??”

… Thanks for reading this. I am willing to fight in our area just tell me how…

Barb DiGi:

Stories like this are one of the biggest reasons that the DBC was founded, because we recognize that there are not sufficient numbers of service providers, that is, Deaf individuals who can visit parents’ homes and interact with them. They can serve as ASL therapists, Deaf ASL mentors, and/or Shared Reading Project (SRP) readers. The DBC wants to see more expansion in the area of training opportunities for Deaf people like you who are interested in participating in programs such as these.They can visit families’ homes to socialize with them using ASL. That will help boost language development for the child, so that the child can be ready when it's time to enroll in school. They will have full language access. This is one of the main goals of the DBC. The DBC wants to help alleviate these kind of problems.

Thank you.

Click on the photo below to read one mother's story of her journey to finding the right learning environment for her child. Reproduced with permission from California News and CSD.

The Reader Family

What is American Sign Language?

American Sign Language (ASL) is a full-fledged language recognized by linguists and used predominately by those in the Deaf Community in the U.S. and parts of Canada. It has its own grammatical structure as all languages have, and is not a coded system for English. ASL has the complexity and expressiveness of other spoken languages. ASL can express literature, politics, poetry, philosophy, feelings through emotions, wants and needs just the same as all languages.

ASL is not a universal language, just as other spoken languages are not universal. Deaf people around the world use the sign languages of their countries.

Other secondary code systems such as Signing Exact English and Cued Speech are not languages.

What is Deaf Culture?

According to Carol Padden, culture is defined as a set of learned behaviors by a group of people who use the same language which reflects their values, norms of behavior, traditions, and heritage. Deaf culture is the common bond of language through sign that draws Deaf people together to share common experiences and interests.

Who is part of the Deaf Community?

The Deaf Community is made up of deaf, hearing, children of deaf adults, siblings and parents of deaf children who embrace, support, and socialize with each other through the common bonds of sign language and culture.

What is Bilingualism in relation to ASL and English?

Because ASL and English are two separate languages with their own linguistic features, they must therefore be acquired separately. ASL is acquired visually, without auditory input. It has no written form. English on the other hand, is acquired auditorally and expounded upon in the written form.

Deaf babies and children are visually oriented. Research has shown deaf children do better in acquiring English as a second language through their primary visual language, ASL. Research has also proven that children who have a strong first language access to language role models and a critical mass of language peers do better cognitively, academically, socially and emotionally.

Where Does Speech Fit In?

One of the biggest mistakes of history is the idea that speech is best acquired without the use of sign language. Since the late 1800’s, Deaf people have been discouraged from using ASL for fear that it would hinder their ability to learn to speak or listen. Misguided educators have even gone so far as to tie down Deaf students’ hands to keep them from signing. With the advent of Auditory Verbal Therapy (AVT), children with cochlear implants are again discouraged from using sign language, and even lipreading, or other visual clues. Hearing parents are led to believe that independence can only come through the ability to listen and speak.

This misconception has resulted in many Deaf people growing up who lack the ease and fluency of having a primary language. When a person is not fluent in any one language, all areas of development will be limited, including speech for those Deaf children who have the ability to acquire it. Research shows that Deaf children who are exposed to ASL from birth on have a higher achievement rate of acquiring speech.

How can a hearing family learn ASL?

Like all people learning a new language, it is important to realize that most people begin learning through baby-like language. This is normal. Hearing parents of Deaf babies will be learning to sign along with their Deaf baby.

Hearing parents should be prepared to do whatever is necessary to communicate with their child. Language is not learned overnight and it is important to realize that there are many resources out there for people to learn ASL.

Many residential schools offer free ASL classes to parents. A majority of universities today have courses in ASL. The American Sign Language Teacher’s Association can direct you to local community classes.

It is also important to find a Deaf mentor to help your family informally learn the nuances of ASL and Deaf culture.

What is Biculturalism?

Ninety percent of Deaf children are born to hearing parents from diverse cultural backgrounds. Deaf children spend the majority of their time within their family’s cultural home environment. However Deaf children have a unique need and that is to socialize with a critical mass of language peers and role models who are fluent in their visual language of sign. As stated above, language connects people together. These experiences that are shared through language also shape the cultural experiences of being Deaf. Deaf children and their hearing families are best served if they can see the differences in their cultures and respect each other for who and what they are.

Why are educational environments important?

Learning comes through many different avenues. Children learn from their families, their peers, and the environments in which they grow up. When language access is limited, so is learning. While many Deaf children are now mainstreamed into regular public schools, it is important to recognize that many Deaf children are not fully partaking in a fully accessible educational environment and the number of Deaf peers within their schools is minimal.

Residential schools provide a vital link in the transmission of language and providing a quality learning environment. While it is not possible for some families, many families find that living near a residential school provides the best of both worlds for their Deaf children. Residential schools can provide for a language-rich educational environment with access to peers and role models. Learning also takes place outside of the classroom in social clubs, extra-curricular activities, sporting events and many other venues. Socialization is vital to a child’s cognitive, academic, social and emotional growth, and without full access to language in an educational environment, the child’s growth can be limited.

For More Detailed Information, go to:

DawnSignPress: http://www.dawnsign.com/journey/index.html

Visit this link to view a video clip featuring the co-founder of D-PAN, Sean Forbes. Feel free to also browse the Rosa Lee Show site to discover a world of talent.

Thanks to the efforts and passion of arts lovers like Sean Forbes, the Deaf community is empowered and enabled to express themselves in unique ways through the arts.