Visual Strategies for Engaging Deaf and Hard of Hearing Children
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| Title: | Visual Strategies for Engaging Deaf and Hard of Hearing Children |
|---|---|
| Language: | English |
| Authors: | Elaine Gale, Patrice Creamer, Deborah Chen Pichler, Diane Lillo-Martin |
| Source: | Odyssey: New Directions in Deaf Education. 2024 24:54-60. |
| Availability: | Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: https://clerccenter.gallaudet.edu/ndec/educational-resources/odyssey/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Deafness, Hearing Impairments, Students with Disabilities, Teachers, Hearing (Physiology), Attention Control, Paralinguistics, Language Skills, Disabilities, Sign Language, Educational Environment, Nonverbal Communication |
| ISSN: | 1544-6751 |
| Abstract: | The first step in engaging deaf and hard of hearing children in language-rich environments is getting their attention. Hearing teachers intuitively raise their voices as they enter their classes to get students' attention; Deaf teachers intuitively wait for the students to look at them. Deaf sign language teachers report that when hearing students wore earplugs for an extended period, the students continued to rely primarily on their auditory sense, even when they knew it had been inhibited. Gaining and maintaining their deaf children's attention, parents ensure their children receive their messages, and this provides one of the first steps in their children's access to a language-rich environment. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1450973 |
| Database: | ERIC |
| Abstract: | The first step in engaging deaf and hard of hearing children in language-rich environments is getting their attention. Hearing teachers intuitively raise their voices as they enter their classes to get students' attention; Deaf teachers intuitively wait for the students to look at them. Deaf sign language teachers report that when hearing students wore earplugs for an extended period, the students continued to rely primarily on their auditory sense, even when they knew it had been inhibited. Gaining and maintaining their deaf children's attention, parents ensure their children receive their messages, and this provides one of the first steps in their children's access to a language-rich environment. |
|---|---|
| ISSN: | 1544-6751 |
