Resources to Support the Deaf or Hard of Hearing (DHH) Population
Deaf or Hard of Hearing (DHH)
Children and youth who are Deaf or hard of hearing (DHH) make up a very diverse population, making it difficult to make general statements about them as a group. Some of this diversity is rooted in factors like cultural, linguistic, social, medical, and physical variables. Because the Deaf or hard of hearing population is so diverse, it is critical to address the individual’s unique set of strengths and needs when planning to support teaching, learning and development. It is important to assist children and youth to develop the ability to exercise self-advocacy and self-determination and develop ways to access communication. This may include visual and signed language such as American Sign Language (ASL), acoustic communication through audiological interventions, and technologies such as hearing aids, cochlear implants, and amplification systems. A strengths-based approach also considers the ways in which children and youth who are Deaf or hard of hearing may best be able to access, understand and use information. Universal Design for Learning (UDL) principles, combined with a responsive, whole-person approach, can support effective teaching, learning, and inclusion while addressing individual needs and preferences. ~Quick Guide Supporting Children & Youth From Low-Incidence Populations
These resources are intended to provide professional learning for professionals working with children and youth in the deaf or hard of hearing (DHH) population.
Assessment of the American Sign Language (ASL) in Children (Linda Cundy)
Archived webinar for Deaf and Hard of Hearing PLC with Linda Cundy April 19, 2018.
Assessment is a critical element in language education. Well-designed assessments provide valid, reliable, and relevant information to help inform instruction and track student progress. There are many assessments used to measure spoken language development but few available to assess ASL development (including those ASL skills that can support reading development). This project is designed to fill this gap and develop some key assessments for deaf children learning ASL.
Linda Cundy, is a Research Associate with Western Canadian Centre of Deaf Studies at the UofA. She received her bachelors at Gallaudet University and her M.Ed. in Deaf Education from the University of Alberta. She worked as a teacher of the Deaf and as a consultant throughout Northern Alberta