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 ATCIMULLEN@UWM.EDU

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/