Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It

This week’s resource comes to us from the Laurent Clerc National Deaf Education Center at Gallaudet University. It’s entitled Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It, and it may be just what you’ve been looking for.  You can access it on the Clerc Center’s website under Resources, then Publications, or below for your convenience.

The Clerc Center collaborated with the American Society for Deaf Children to provide a Spanish translation to this publication.  This colorful handout is perfect to share with families who may be considering introducing signed language to their child.

The Clerc Center also offers a wide variety information in an array of formats, including the following webinars you might find interesting:

Check out their website. There’s lots to explore.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, CLICK HERE.

This resource is related to the following ESPM knowledge-level competencies:

  • Core Knowledge (CK):
    • CK4: The range of typical infant/toddler physiological factors such as early neurological/brain development.
    • CK5: The importance of play as context, method, and outcome of learning.
    • CK6: The sequences of development and the interrelationships among developmental areas/factors, including receptive and expressive communication skills, including second language acquisition
  • Individualized Family Service Plan Implementation (IFSP-i):
    • IFSP-i4 (EIS): Understands early experiences that contribute to emergent literacy.
    • IFSP-i5 (EIS): Understands issues related to English language learning and maintenance of home language.
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