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These documents were developed as part of KidsWorld
Deaf Net (KWDN), a national communication network sponsored by the Laurent
Clerc National Deaf Education Center at Gallaudet
University with support from the AT&T
Foundation.
WHAT'S NEW?
The newest KidsWorld Deaf Net E-Document
is Keys to English Print: Phonics, Signs, Cued Speech,
Fingerspelling, and Other Learning Strategies
ABOUT COCHLEAR IMPLANTS
KidsWorld Deaf Net offers Cochlear
Implants: Navigating a Forest of Information...One Tree at a Time,
(in Spanish: Implantes Cocleares: Recorriendo
un bosque de información...un árbol por véz)
by Debra Nussbaum. Other
Resources about cochlear implants include the Cochlear
Implant Education Center and the Sharing Ideas paper: Cochlear
Implants and Sign Language...Conference Proceedings
E-UPDATES
If you'd like to be kept up-to-date
on what's new or revised on the Clerc Center Web site, including what
new KidsWorld Deaf Net documents are posted on this page, sign up for
the monthly E-Newsletter here.
Past E-Newsletters can be read in the archives.
AVAILABLE IN PRINT
A
Look At Rural Families Weighing Educational Options:...
by Vicki Wolfe, A
Look at the Decisions Hispanic Families Make After the Diagnosis of Deafness
(in English and Spanish), and We
are Equal Partners: Recommended Practices for Involving Families in Their
Child's Educational Program
are also
a part of the Sharing
Results series. They can be read online
or ordered
as a printed document.
MORE ONLINE RESOURCES
KidsWorld Deaf Net offers Useful
Links about
family involvement,
transition, and literacy.
SHARE KWDN
E-mail
the address of this page to a friend.
PDF PROBLEMS?
To download PDF documents, you need
Adobe Reader, which can be downloaded for free from here.
Adobe Reader
en español.
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Full paper in PDF format
This easy-to-use document is designed to assist parents
and educators in navigating the way through the extensive “forest”
of information about cochlear implants. It additionally provides insights
into topics where the Web has limited information, such as educational
and communication considerations related to the diverse group of children
with cochlear implants. Information is formatted into modules on a variety
of topics including candidacy, the decision-making process, considerations
for the use of sign language for children with cochlear implants, resources,
and others.
Artículo
completo en formato PDF
Este documento fácil de usar tiene el propósito
de asistir a padres y a educadores a recorrer el amplio ambiente del ¨bosque¨
de información sobre los implantes cocleares. Además provee
un mayor análisis de una variedad de otros temas sobre los cuales
la Red tiene información muy limitada. Algunos de estos se refieren
a consideraciones educacionales y de comunicación relacionadas
al grupo diverso de niños con implantes cocleares. La información
esta configurada en módulos en una variedad de temas los cuales
incluyen la candidatura. Los procesos de toma de decisiones, consideraciones
sobre el uso del lenguaje de signos con niños que tienen implante
coclear, recursos, y algunos otros.
Full paper in PDF format
Babies with a hearing loss who are born in hospitals with
newborn hearing screening programs and whose families are referred to
effective early intervention programs are off to a good, early start.
These families can expect positive results in their children's language,
communication, and social development. With the support of early intervention,
they can expect to develop deeper attachments to their child and to adapt
quickly to their child's communication needs. Early intervention programs
face an unprecedented challenge to provide quality services to a growing
number of infants whose hearing loss is identified soon after birth. This
document explores myths and facts about early intervention services and
explores what parents and professionals can do to ensure effective services
for young children with a hearing loss and their families.
Full
paper in PDF format
Researchers have found that children whose hearing loss
is identified while they are still babies tend to learn language more
easily and more completely than those whose hearing loss is identified
later. With some states now testing for hearing soon after birth, many
children are discovered to be deaf or hard of hearing during the important
first few months of life. This may give their parents a great advantage
in seeking and providing the kind of support that enables their children
to learn language naturally and on time. Until recently, little information
was available to help parents with this task. However, during the 1980s
and 1990s, research teams watched deaf and hard of hearing babies grow,
measured their achievements, and identified the kinds of interaction with
parents and other adults that gave them the best start.
How
the Individuals with Disabilities Education Act (IDEA) Applies To Deaf
and Hard of Hearing Students
By Celeste D. Johnson, M.A.
How the Individuals with Disabilities Education Act (IDEA)
Applies to Deaf and Hard of Hearing Students is unavailable at this
time. Congress reauthorized the IDEA in December 2004 and published
final regulations in August 2006, and therefore, this e-document also
needs revision. A few resources are still made available.
Keys to English Print: Phonics, Signs,
Cued Speech, Fingerspelling, and Other Learning Strategies
By multiple authors
As published
in Odyssey,
Fall 2003
This collection, containing reformatted versions of fall
2003 Odyssey articles of the same names, includes discussions
on Visible English, fingerspelling, Cued Speech, phonics and American
Sign Language, Bridges programs, Manipulative Visual English, Reading
Recovery, and others. From a variety of perspectives, the articles present
some of the philosophies, techniques, and innovative strategies that are
used throughout the United States to enable deaf and hard of hearing children
to develop literacy skills.
A Look at the Decisions Hispanic Families
Make After the Diagnosis of Deafness
By Annie Steinberg, M.D., Lisa Bain, M.A., Yuelin Li,
Ph.D., Louise Montoya, M.A., N.C.C.; C.S.C., and Vivian Ruperto of the
Children's Seashore House at The Children's Hospital of Philadelphia)
Full paper in PDF format
(the easiest way to print this paper)
This document is the result of a study that examined the
decision-making process for Hispanic families living in the United States
who have a child who is deaf or hard of hearing. Twenty-nine families
in four different geographical areas share their experiences in learning
about their child's disability, searching for appropriate interventions,
and making choices regarding communication and education. The authors
explore the impact of language, culture, minority status, and access to
information and services on the decision-making process and offer implications
for service providers.
Un estudio sobre las decisiones
que toman las familias hispanas después de un diagnóstico
de sordera
por Annie Steinberg, M.D., Lisa Bain, M.A., Yuelin
Li, Ph.D., Louise Montoya, M.A., N.C.C; C.S.C., y Vivian Ruperto de La
Casa de Playa de Niños en el Hospital de Niños de Filadelfia.
(Children's Seashore House at The Children's Hospital of Philadelphia)
Artículo
completo en formato PDF (la forma más fácil de imprimir
este artículo)
Este artículo es el resultado de un estudio que
examina el proceso de toma de decisiones seguido por las familias hispanas
que viven en los Estados Unidos y que poseen un hijo/a que presenta una
pérdida auditiva. Veintinueve familias que viven en diferentes
áreas geográficas compartieron sus experiencias relacionadas
con: enterarse de la discapacidad de su hijo/a, buscar intervenciones
apropiadas y tomar decisiones con respecto a la comunicación y
la educación. Los autores exploraron el impacto que tienen en el
proceso de toma de decisiones la lengua, la cultura, el status minoritario,
y el acceso a la información y a los servicios. Estos ofrecen claras
y precisas sugerencias para los proveedores de servicios.
Full
paper in PDF format
The goal of this work is to increase understanding among
educators, other professional service providers, and families about the
concerns of parents and the information they need in making educational
placement decisions for children who are deaf. Research addressing the
factors that contribute to the placement choices made by parents, and
describing the resources they utilize, remains extremely limited. Educators
and professional service providers as well as other parents can greatly
benefit from information that focuses on the personal experiences and
concerns of parents facing the task of making choices about their child's
education.
We are Equal Partners:
Recommended Practices for Involving Families in Their Child's Educational
Program
Edited by Margaret Hallau, Ph.D.
Full paper in
PDF format
We are Equal Partners: Recommended Practices for Involving
Families in Their Child's Educational Program describes practices
that are used by programs selected for the National Forum on Family Involvement,
held at Gallaudet University. The programs develop family activities based
on information from the families about family priorities and needs and
provide families with the skills and strategies they need to enable their
deaf or hard of hearing child to be a full participant in the family.
The author summarizes the recommended practices and describes how these
practices are put into action at the forum participant's programs. The
document is intended to provide insight to service providers about the
effectiveness of their programs and of their interactions with deaf and
hard of hearing children.
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