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National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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People with Reading Disabilities - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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Every day we hear from patrons young and old about the impact NLS has had on their lives. We hear from their family members, too—like the mom in Washington State whose son was diagnosed with dyslexia in elementary school. “He felt a lot of shame at not being able to read some of the books

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Library Research: Aging and Disability: Talking Books Service

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Library Research: Aging and Disability: Talking Books Service

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Library Research: Aging and Disability: Talking Books Service

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Aging and Disability Resources Information about the Talking Books service

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Browse our collection of books about Deafness here:

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Browse our collection of books about Deafness here:

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Site Based Services

Site-based programs for students who are deaf or hard of hearing exist for students whose IEP teams determine this level of service appropriate for equal access to the curriculum. Communication modalities used in these programs are:

Auditory-oral - A method of educating DHH students that emphasizes the use of residual hearing through amplification technology as well as speech reading to access and develop language. Focus on auditory skill development with an emphasis on verbal communication strategies.

Cued language - A method of educating DHH students that facilitates access to spoken language with visual access of cues. Cues are handshapes that represent sounds. The combination of handshapes with movement form syllables, words, and sentences. Emphasis on paired verbal and visual communication.

Total communication (sign) - A method of educating DHH students that uses a variety of communication modes including: American Sign Language (ASL), picture systems, sign supported speech, fingerspelling, gestures, communication devices, and the use of amplification technology to access and develop language.

Least Restrictive Environment (LRE) discussion begins at the students' base school.

Camelot Preschool

8100 Guinevere Dr. , Annandale, VA
Contact: Aileen Flaherty, Principal
Procedural support: Mike Schmidt

Work within the framework of the preschool POS.

Provides an environment in which students and staff members use one of the targeted communication modalities described above.

Direct instruction and ongoing language access by teachers of the deaf for the majority of the school day.

Interpreting and transliteration services on a regular and ongoing basis.

Focus on strategies for building vocabulary, language, and foundations for listening and visual language.

Canterbury Woods ES

4910 Willet Dr * Annandale, VA
Contact: William Reeder, Assistant Principal, ES Special Education
Procedural support: Kelly O'Connell

Work within the framework of the POS with existing curriculum

Provides an environment in which students and staff members use one of the targeted communication modalities described above.

Direct instruction and ongoing language access by teachers of the deaf with the ability for inclusion opportunities.

Interpreting and transliteration services on a regular and ongoing basis for students who require it.

Focus on strategies for building vocabulary, language, literacy, and mathematics and 21st century skills.

Availability of deaf or hard-of-hearing adult communication models.

Specialized equipment and assistive technology deaf or hard-of-hearing children with appropriate technology in all academic and extracurricular environments.

Frost Middle School

4101 Pickett Rd * Fairfax, VA
Contact: Megan Counts, Assistant Principal, MS Special Education
Procedural support: Kelly O'Connell

Work within the framework of the POS with existing curriculum.

Provides an environment in which students and staff members use one of the targeted communication modalities described above.

Direct instruction and ongoing language access by teachers of the deaf with the ability for inclusion opportunities.

Interpreting and transliteration services on a regular and ongoing basis for students who require it.

Focus on strategies for building vocabulary, language, literacy, and mathematics and 21st century skills.

Availability of deaf or hard-of-hearing adult communication models.

Specialized equipment and assistive technology for deaf or hard-of-hearing children with appropriate technology in all academic and extracurricular environments.

Woodson High School

9525 Main St * Fairfax, VA
Contact: Mandy Burke, Assistant Principal
Procedural support: Kelly O'Connell

Work within the framework of the POS with existing curriculum

Provides an environment in which students and staff members use one of the targeted communication modalities described above.

Direct instruction and ongoing language access by teachers of the deaf with the ability for inclusion opportunities.

Interpreting and transliteration services on a regular and ongoing basis for students who require it.

Focus on strategies for building vocabulary, language, literacy, and mathematics and 21st century skills.

Availability of deaf or hard-of-hearing adult communication models.

Specialized equipment and assistive technology deaf or hard-of-hearing children with appropriate technology in all academic and extracurricular environments.

Focus on transition and postsecondary opportunities for students with hearing loss.

Additional Resources:
Services for Students Identified as Hearing or Visually Impaired (from VDOE)

Contact Information

For more information on the services available to students who are deaf or heard of hearing, contact Nicole Warwick, program manager, at 571-423-4860 or nawarwick@fcps.edu.

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Services for Students Who Are Deaf or Hard of Hearing

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Site-based programs for students who are deaf or hard of hearing exist for students whose IEP teams determine this level of service appropriate for equal access to the curriculum. Communication modalities used in these programs are: Auditory-oral - A method of educating DHH students that emphasizes the use of residual hearing through amplification technology as well as speech reading to access and develop language.

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Children's Cartoons in American Sign Language

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Children's Cartoons in American Sign Language

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American Sign Language | Videos | PBS KIDS

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Watch for free your favorite PBS KIDS shows like Daniel Tiger's Neighborhood, Wild Kratts, Odd Squad, and Sesame Street.

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Browse our collection of books about Sign Language here:

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Browse our collection of books about Sign Language here:

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Northern Virginia Resource Center for Deaf & Hard of Hearing Persons

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Northern Virginia Resource Center for Deaf & Hard of Hearing Persons

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Inclusion, Accommodations, & Disability Etiquette Saturday, May 8, 2021
Time: 10 am - 11 am Hiring Deaf and hard of hearing employees adds valuable skills and knowledge ...
Read More & Register

Beyond Beginners ASL is an 8-week beginners-plus course in American Sign Language, Community and Culture. The maximum number of students is 10. If you have at ...
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Recorded on Saturday, April 10, 2021 via ZOOM
Watch Video

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Recorded - March 9, 2021 During the session,
Watch Video

(NVRC videos are ASL interpreted and captioned)

To see more check out NVRCtv YouTube Channel

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Northern Virginia Resource Center for Deaf & Hard of Hearing Persons - Improving Communication, Changing Lives

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Inclusion, Accommodations, & Disability Etiquette Saturday, May 8, 2021Time: 10 am - 11 am Hiring Deaf and hard of hearing employees adds valuable skills and knowledge ... Read More & Register Beyond Beginners ASL is an 8-week beginners-plus course in American Sign Language, Community and Culture. The maximum number of students is 10.

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Begin To Learn The ASL Language Today

Want to learn how to do ASL? With ASLdeafined, it's easy. Subscribe to our site today to get instant access to over 300 lessons, a video dictionary of over 18,000 words, and other tools and resources to boost your learning. You can track your progress with our progress chart and see how far you've come. With ASLdeafined, learning a new language has never been easier.

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Want to learn how to do ASL? ASLdeafined provides how-to video courses taught by Deaf experts. Visit us to begin learning the ASL language today!

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Boost your ASL knowledge for free! ASL Connect is the best resource for your online ASL learning needs, at no cost to you. Want to immerse yourself? Bring your ASL to the next level with in-depth classes!

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I have an issue with the screen turning black and after reading the comments I do t want to delete app and reinstall because people stated their purchases weren't restored. I love it when it works because the video is clear and can go in slow motion. I've always been a fan of Marlee as an actress and her teaching ASL is awesome but I purchased all the lessons and don't want to chance losing them all by deleting and reinstalling, it's not an issue of them never working it's that they stopped working so it was not a download issue. I'm losing my hearing and want to learn ASL as my granddaughter learned to sign before she could speak and I like teaching her new signs and look forward to teaching my other grandchildren.
Good luck trying to get tech or app support the site it takes you too is not helpful at all. Very disappointing

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‎Learn American Sign Language with Marlee Signs© from Marlee Matlin - Academy Award© winning Deaf Actress. Ever wanted to learn more about Sign Language? Marlee Signs© is for you. ******************************************************** FEATURED ON: * Apple's "New & Noteworthy" section! * The App...

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Highly Rated Apps for Learning American Sign Language (ASL)

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Highly Rated Apps for Learning American Sign Language (ASL)

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If mastering another language is on your radar, consider learning American Sign Language (ASL).

Knowing ASL can help you communicate with the Deaf community and others with hearing loss who may use ASL.

Not sure how to get started? Don't worry... there's an app for that.

Thanks to today's technology, anyone with an iPhone, Android smartphone or tablet can learn ASL basics or practice its techniques. To help you get started, we've assembled a list of popular apps.

Sign language apps for both iPhone and Android

iOS: 3.8 stars

Google Play: 2.2 stars

This free app works for those wanting to learn American Sign Language or develop their ASL vocabulary. Choose from a diverse group of signers and dialects in the dictionary and reinforce your learning with multiple-choice games. Set the daily reminder to learn a new sign every day. The slow motion feature allows users to watch a sign in more detail.

Lingvano is one of many smartphone apps
for learning ASL.

iOS: 4.9 stars (free, in-app purchases)

Google Play: 4.7 stars (free, in-app purchases)

All of the teachers at Lingvano are Deaf and share a passion for teaching Sign Languages. The daily, 10-minute lessons are designed to teach practical conversation skills quickly. Use the vocabulary trainer to develop long-term memory and refine skills with the Lingvano sign mirror feature. A premium subscription is required to unlock all learning content and features. They also offer similar apps for British Sign Language and Austrian Sign Language.

iOS: 3.6 stars (free, in-app purchases)
Google Play: 3.8 stars (free, in-app purchases)

Language: English

This app was designed by bilingual (English and ASL) Deaf people and is meant to teach conversational ASL. Using more than 1,000 videos, it's packed with features, reviewers report.

Baby Sign Language Dictionary ($2.99)

For kids 5 and under

Languages: English, Simplified Chinese, traditional Chinese

This app includes 40 real-life signing video demonstrations to help you learn to sign with your baby. Each sign has a detailed video tutorial and is organized into categories such as action words, animals, daily routines and feelings. The app also comes with a fun interactive video quiz to help you learn and remember the signs.

iPhone and iPad only

ASL Sign Language Pocket Sign (free, in-app purchases)

iOS: 4.8 stars

This app contains more than 100 interactive video lessons and 10,000 ASL dictionary entries. In addition to learning how to sign the alphabet, users learn common phrases and greetings and baby sign language. Lessons are also available on other mobile devices through the developer's web app.

Hands On ASL (free, in-app purchases)

iOS: 4.2 stars

A playful user interface using 3D models to view signs from all angles makes this app a fun and unique learning tool. The playful user interface focuses on teaching the alphabet with fingerspelling exercises and even includes some customized skin color options.

ASL Coach (free, in-app purchases)

iOS: Rated 2.9 stars

Language: English

If you're just beginning, this app will teach you to sign the alphabet and numbers one through nine. In coach mode, users can watch and follow along.

ASL Fingerspelling ($3.99)

iOS: 4.6 stars

Languages: English

This app is a practice tool designed to help improve the ability to read fingerspelling. Users can choose the word length (2-any) and speed (slow to fast) of the fingerspelling, record their answer and keep score. An expert mode is available as ability increases.

Marlee Signs (free, in-app purchases)

iOS: 3.3 stars

Languages: English

Academy Award winning deaf actress Marlee Matlin teaches the fundamentals of ASL, from the signed alphabet and basic vocabulary through common expressions in everyday life. Each lesson is broken down into individual videos so users can learn at their own pace. The app keeps track of completed lessons and features a "slow motion" setting to allow viewing in greater detail.

WeSign Basic (free)

iOS: 2.9 stars

Languages: English

This app teaches ASL relating to school, helping parents ask common questions of their deaf children such as, "Did you finish your homework?" Videos feature Deaf adults asking questions of Deaf children with various answers. Features include normal and slow play modes as well as resources to learn more about American Sign Language.

Other apps for hearing loss

If you or a loved one has hearing loss or are concerned about noise levels, see our other articles on apps:

These apps can be very helpful in specific situations, but they are not a replacement for good hearing healthcare or properly fit hearing aids. Our directory can help you find hearing clinics near you.

More on ASL and Deaf culture:

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A list of some of the highest-rated and most popular apps for learning American Sign Language (ASL) and fingerspelling.

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THE ASL APP is all about teaching you conversational ASL. Packed with 2,500+ signs and phrases, easy navigation and features, with different signers, The ASL App is designed to make learning easy, accessible, and fun. Start signing today!

You can save favorite signs (or the signs you want to practice more), go into slow mode, and tap/scrub anytime you want the video to pause or go back a bit. We poured a lot of time and love into this product because we want the learning experience to feel natural.

The ASL App is designed by Deaf people for you.

We believe in the importance of bridging communities together, especially in places with large and thriving Deaf & signing communities. As Deaf people, we always get asked, "Where can I learn ASL?"

Instead of facing confusing resources scattered across the internet, we wanted to make learning ASL super easy, accessible, and fun. That inspired us to create the app, so our friends who don't sign can sign away. So more conversations can happen, ideas to emerge, and friendships to grow!

How will you use this?

This is designed to be used on the go and one-handed; so you can already start practicing with friends, family, or loved ones! You can use with friends, at bars, at coffee houses, at restaurants, on the metro, waiting in line, and so on. The goal here is to get you going and confident that when you meet a deaf person, you can start a conversation!

We are proud to celebrate a milestone in 2021, with a Webby Awards nomination. Webby Awards recognizes the "best of the internet" and with 13,500 entries, it's an honor for us to be picked among the top 10%. Amazing!

Thank you all who voted for us in the People's Choice category!

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We are proud to celebrate a milestone in 2021, with a Webby Awards nomination. Webby Awards recognizes the "best of the internet" and with 13,500 entries, it's an honor for us to be picked among the top 10%. Amazing! Thank you all who voted for us in the People's Choice category!

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Technical Assistance Center for Children Who Are Deaf and Hard of Hearing - Virginia Commonwealth University

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Technical Assistance Center for Children Who Are Deaf and Hard of Hearing - Virginia Commonwealth University

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The Technical Assistance Center for Children Who Are Deaf and Hard of Hearing is funded by the Virginia Department of Education (VDOE) to provide training and technical assistance in the area of deafness and hearing loss . Assistance is available to local public school systems as well as state-operated programs, including early intervention through the Virginia Network of Consultants for Professionals Working with Children Who are Deaf and Hard of Hearing (VNOC) in areas such a s: identification, assessment (educational, psychological), communication of children across the spectrum of modalities ( visual-combination-spoken .), specific needs of children with cochlear implants, instructional strategies, and amplification.

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Technical Assistance Center for Children Who Are Deaf and Hard of Hearing - Virginia Commonwealth University

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The Technical Assistance Center for Children Who Are Deaf and Hard of Hearing is funded by the Virginia Department of Education (VDOE) to provide training and technical assistance in the area of deafness and hearing loss.

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Sometimes I have wonder what it is like to be a deaf parent of a hearing child. I never had a hearing child, and I know that most deaf parents have hearing children.

Challenges

There are many cultural challenges for familes that include children of deaf adults (CODA). Take for example finding daycare programs or babysitters that can communicate with the deaf parent and the hearing child. Other challenges stem from behaviors that result from parents not being able to hear. For instance, a daycare provider who was caring for a hearing child of deaf parents noticed that the child tended to scream or yell. She wrote in asking if it was common for hearing children of deaf parents to yell much.

Another problem for deaf parents of hearing children is that the children may try to take advantage of the fact their parents can't hear. This problem cropped up in the blog post, "Deaf Parents with Unruly Hearing Children." In that post, a teacher commented that her students who had deaf parents were misbehaving and taking advantage of their parents' deafness. Readers pointed out that the children may have been reacting to the realities of their home life with deaf parents.

Some parenting challenges were addressed by an episode of TV's Supernanny, in which the nanny visited a family of deaf parents with hearing children. In Season 5, the "Baulisch family" episode that aired 10/10/08, the nanny confronts poor communication in the family because the younger hearing children did not sign much. Jo, the nanny, explained that it was the parents' responsibility to ensure adequate sign communication and not depend on their older child to act as an interpreter.

Organizations

There is a network of organizations for familes with deaf members, parent or adult. Along the international organization CODA, Additionally, Minnesota Hands & Voices has a list of national organizations that help provide social activities for hearing children of deaf parents, as well as providing peer support for deaf parents.

Deaf parents and their hearing children can share books such as Myron Uhlberg's books Dad, Jackie and Me (about a hearing boy and his deaf father), and The Printer. For deaf parents themselves, Thomas Bull, a hearing child of deaf parents, is the author of On the Edge of Deaf Culture: Hearing Children/Deaf Parents, Annotated Bibliography.

Magazine Articles

The Fall 1990 issue of Gallaudet Today magazine had an article, "The ties that bind: Hearing children and deaf parents talk about being a family." A decade later, the Fall 2000 issue of Gallaudet Today magazine had another article, "The CODA connection: Do your parents know Braille?"

Journal Articles

Some research on deaf parents with hearing children - particularly with regard to language development-has been done. The American Annals of the Deaf often publishes studies of deaf parents raising hearing children. Another journal, the Journal of Deaf Studies and Deaf Education, also publishes similar articles, such as the Summer 2000 issue article, "Deaf parents and their hearing children." The downloadable free report discusses communication and parenting issues, the experiences of hearing children raised by deaf parents, and useful suggestions for deaf parents raising hearing children. One suggestion is to encourage the hearing child to have both deaf and hearing playmates, with the idea that the hearing playmates will help the child's speech skills.

There is even a day in the deaf community set aside to honor the deaf parents of hearing children- Mother, Father Deaf Day.

Additional Reading

By Jamie Berke
Jamie Berke is a deafness and hard of hearing expert.

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Resources for deaf people parenting hearing children.

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Supporting Mental Health of Deaf or Hard of Hearing Students in the School Setting

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Supporting Mental Health of Deaf or Hard of Hearing Students in the School Setting

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Supporting Success For Children With Hearing Loss |

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With the current pandemic and world events, there has been an increase in issues impacting children's mental health ¹ and studies indicate that deaf and hard of hearing (D/HH) children are at higher risk for emotional and behavioral issues ². Teachers and other professionals working with D/HH children are often the first to recognize when a student may be experiencing mental health concerns. Knowing the indicators of mental health issues, what to do next, and how to support students and their families is critical. This article will share this information.

What does current research indicate about mental health of D/HH children?

Contributing factors to the increased rate of social-emotional difficulties in deaf children include being isolated, bullied, or abused ⁴, experiencing feelings of loneliness or depression ⁵, and experiencing difficulties in school ⁶.

Studies show that D/HH individuals experience social‐emotional difficulties at a rate as high as two to three times that of their hearing peers³.

Also, language deprivation during the critical period (e.g., birth to 5 years of age) can have permanent consequences for long-term neurological development, which, in turn, directly affects the D/HH child's mental health development ⁷. Language deprivation puts deaf children at risk for cognitive difficulties, mental health challenges, lower quality of life, a higher level of trauma, and restricted health literacy ⁸.

When mental health services are sought, additional issues often arise. Since D/HH children are a low incidence population, mental health providers frequently lack the specific training to work with this population and are typically unaware of the specialized needs and training required to provide effective services. This can result in the incorrect diagnosis of cognitive impairments or thought disorders 9, 10. In addition, assessment tools are not modified to take into account the linguistic characteristics of this population or cultural norms and values.

EXAMPLES of when further investigation and support may be needed:

A teacher is asked by a student to frequently go to the nurse or to call her parents to ask to go home as she does not feel well, but there seem to be no underlying health conditions.

A teacher receives reports from the educational interpreter that a student has not been watching the interpreter during the school day as he had been previously, even though the IEP team has determined the student needs the visual interpreted access to spoken information.

A teacher observes an elementary student's behavior change from being friendly and outgoing to being quiet and withdrawn with their D/HH and/or hearing peers.

A teacher has a student share that she often feels ignored and neglected at home, and that no one in her family is able to communicate with her. She mentions wanting to live with a different family.

A student who self-identifies as Deaf expresses concerns to her teacher that she is being bullied by two other students in her integrated class; the Deaf student states that one of the students asked her if she is deaf and she replies, "No, I'm hearing."

Indicators of Concern - Further investigation and support may be needed if you notice the following:
Communication

Not wanting to wear/use listening devices

Not watching/working with an educational interpreter

No longer advocating for own communication needs

Suppressing communication needs so not to be perceived as being different

Academic

Difficulty with abstract thinking

Difficulty with the construct of cause and effect

Declining academic performance

Not completing assignments

Not participating in class or group activities

Social

Isolation, lack of friends, loneliness

Avoiding activities or people, especially those previously enjoyed before

Behaviors

Missing several days of school or sessions without reason

Complaining of physical aches that do not seems to have a medical reason

Acting out in class

Falling asleep in class

Perseverating on certain thoughts, activities, or actions

Sudden gain or loss in weight

Describing hearing or seeing things that are not real

Emotions

Sharing sad and hopeless feelings without good reason that do not go away

Expressing unusual fears or worries

Exhibiting fits of frustration or anger

What to consider when referring for mental health support

Discuss your concerns with a school counselor, school social worker, school psychologist, supervisor, or an administrator.

Gather additional information from the student's team about their observations and concerns.

Review with the team who will contact the family and student about concerns and discuss next steps.

When the mental health crisis is suspicion of intent to commit suicide:

If suicide is a concern, it is essential to ask a child if they have thought about harming themselves and if they have a plan. Asking these questions will not cause a child to consider taking action, but will provide more information to know what steps need to be taken next. If a child has a detailed plan, it is important to remain calm and respond in a nonjudgmental manner. Express appreciation that they shared with you and request backup support without leaving the student on their own if possible. If immediate help is needed, it may be necessary to bring the D/HH child to the emergency room at the local hospital. Interpreters can be requested at the hospital as needed.

When supporting families to find a mental health provider:

Ideally, the provider seeing the student should be fluent in the communication that the child is most comfortable using and have experience working with children who are D/HH. Seek referrals from other families who D/HH children, schools for the deaf, and staff working with students who are D/HH to find qualified providers in your community. If an interpreter is needed, this should not be done by a family member, but by a certified interpreter. Request the interpreter from the medical provider; the medical provider needs to cover the cost of the interpreter at no additional cost to the family.

Are additions to an IEP or creation or additions to a 504 is appropriate? Examples:
Additions to IEP:

Socialization goals

Self-advocacy goals

Additions to a 504 and/or IEP:

Additional time to take tests and/or complete assignments

Taking breaks during the school day as needed

Assignment of an emotional support teacher for the student to work with during the day to obtain support and take a break from the stressors of school

Additional ways to support the mental health of all Deaf and Hard of Hearing students

Partner with mental health professionals in the school to discuss students potential mental health issues, indicators of symptoms, and outcomes when support is received. These discussions lead to overall assimilation of the value of mental health services and children becoming more comfortable discussing mental health as they would other medical issues.

Create opportunities for peer support with D/HH students to discuss concerns with others and validate their experiences.

Develop social skills as needed so children develop a peer group and have daily positive interactions with others.

Create opportunities for students to interact with D/HH adults so they can envision a future for themselves.

Be aware of cultural influences or misunderstandings creating the perception of mental health concerns; examples include strong facial expressions, heavy use of eye contact, use of touch to gain attention.

Communicate with families when concerning indicators are observed and share information about available resources they can explore.

When possible, offer outreach to families experiencing stress. Family and sibling support groups can bolster resilience of families who have D/HH children.

Final Thoughts

As a teacher, your consistent contact with your students allows you to notice changes in behavior and academics. If you notice any of the concerning indicators listed above, discuss them with your supervisor, administrator, or mental health school professional. You do not need to make the decision if treatment is needed. Instead, focus on working with the educational team, family, and other members of the child's community, such as their pediatrician, to develop a supportive plan.

There are many supports that can be put in place to address a student's mental health; the earlier they are engaged, the sooner the student can continue to reach their academic potential. In some cases, when severe mental health symptoms are present, community mental health resources should be explored, at the discretion of the family. Ideally, the mental health provider would be able to communicate directly in the shared language of the D/HH child; if these resources are unavailable, encourage families to request reasonable accommodations for the child.

Ultimately, by supporting students' mental health,
teachers facilitate students' overall academic growth.

Additional Resources:

National Suicide Prevention Lifeline
Voice: 1-800-273-TALK (8255)
Deaf callers use VideoPhone Relay Services, e.g., P3, Sorenson, Convo, ZVRS then give the voice phone number above. Website: suicidepreventionlifeline.org

National Suicide Prevention Lifeline is a 24-hour, toll-free, confidential suicide prevention hotline available to anyone dealing with suicidal crisis or emotional distress. The call will be directed to the nearest crisis center in the national network of over 150 crisis centers. As there is no ASL hotline for suicide prevention available, this is the best option for Deaf emergency services related to suicide.

Crisis Text Line
Text: Type HOME to 741741 in the US. Website: CrisisTextLine.org
Crisis Text Line is a free, 24/7 text support line for anyone in a mental health crisis. To chat with a trained Crisis Counselor, text HOME to 741741 from anywhere in the US. This service is free and available all day and night to anyone who is experiencing any type of crisis. Texting is a way to get mental health support and information about mental health services quickly and it is very useful for D/HH people.

References

1. "Children's Mental Health Is in Crisis." American Psychological Association, 1 Jan. 2022, apa.org/monitor/2022/01/special-childrens-mental-health.

2. Stevenson, J., Kreppner, J., Pimperton, H., Worsfold, S., & Kennedy, C. (2015). Emotional and behavioral difficulties in children and adolescents with hearing impairment: A systematic review and meta-analysis. European Child & Adolescent Psychiatry, 24(5), 477-496.

3. Hintermair , M. (2007). Prevalence of socioemotional problems in deaf and hard of hearing children in Germany. Am Ann Deaf, Summer;152(3):320-30.

4. Wolters N, Knoors HE, Cillessen AH, Verhoeven L. (2011). Predicting acceptance and popularity in early adolescence as a function of hearing status, gender, and educational setting. Research in Developmental Disabilities. Nov-Dec;32(6):2553-65.

5. Glickman, N. (Spring 2007). Do You Hear Voices? Problems in Assessment of Mental Status in Deaf Persons With Severe Language Deprivation, The Journal of Deaf Studies and Deaf Education, Volume 12, Issue 2, 127-147.

6. Fellinger & Pollard. (2012). Mental health of deaf people. https://pubmed.ncbi.nlm.nih.gov/22423884/

7. Hall WC, Levin LL, Anderson ML. "Language deprivation syndrome: a possible neurodevelopmental disorder with sociocultural origins." Social psychiatry and psychiatric epidemiology. 2017 Jun 0; 52(6):761-776. Epub 2017 Feb 16.

8. Gulati, S. (2014). Language deprivation syndrome. ASL Lecture Series.

9. Morgan, A. & Vernon, M. (1994). A guide in the diagnosis of learning disabilities in deaf and hard-of-hearing children and adults. American Annals of the Deaf, 139, (3), 358-370.

10. Hindley, P. A., Hill, P. D., McGuigan, S., & Kitson, N. (1994). Psychiatric disorder in deaf and hearing impaired children and young people: A prevalence study. Child Psychology & Psychiatry & Allied Disciplines, 35(5), 917-934.

Author: Roberta Rossman, MEd, MSW, LSW & Polly Brekke, EdD PsyS. Click here to download this article

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Supporting Success For Children With Hearing Loss | Supporting Mental Health of Deaf or Hard of Hearing Students in the School Setting

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With the current pandemic and world events, there has been an increase in issues impacting children's mental health 1 and studies indicate that deaf and hard of hearing (D/HH) children are at higher risk for emotional and behavioral issues 2.

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When students are accessing online instruction, consider the following:

Seating/Noise: Provide a quiet workspace for your student, away from noise (background music, television, other family members playing/talking, etc.)

Amplification: Continue to encourage full time use of amplification at home.Check amplification equipment with your student before logging on. Ensure batteries are working.

Accessing Online Audio: Headphones, computer speakers, or bluetooth connection (if available in your child's amplification/personal accessories) are all options for maximizing auditory output from the computer. It may be helpful to try all options to determine which is best for your child. Do a listening check to be sure audio is accessible.

Captioning: Turn on the closed captions (when available).

Other Considerations:

Many deaf/hard of hearing students rely on speechreading to obtain information from a speaker's facial expressions to supplement their auditory input; however, when accessing online video instruction, audio and video may not match. Therefore, students should utilize closed captions, if available.

It may be helpful to ask a teacher for bulleted notes or copy of powerpoint with teacher notes included, if not already available.

Utilize the raise hand function or chat to ask questions or have information repeated during a live course.

Breaks may be helpful after sessions of online learning to combat auditory fatigue. Your student will likely be exerting more energy listening to online courses, especially when visuals are not readily available.

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Device support and virtual learning strategies for students who are deaf or hard of hearing.

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The Virginia School for the Deaf and the Blind

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The Virginia School for the Deaf and the Blind

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The Virginia School for the Deaf and the Blind (VSDB) Board of Visitors (Board) is committed to maintaining an educational and residential environment and workplace that is free from harassment and discrimination on the basis of gender, race, color, national origin, disability, religion, ancestry, age, marital status, sexual orientation, gender identity, genetic information or any other characteristic protected by law or based on a belief that such characteristic exists at school or any school sponsored activity.

The following person has been designated to handle inquiries regarding the non-discrimination policies:

Mary Eppard - Director of Human Resources
PO Box 2069
Staunton VA 24402
540-332-9065
[email protected]

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The Virginia School for the Deaf and the Blind

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The Virginia School for the Deaf and the Blind (VSDB) Board of Visitors (Board) is committed to maintaining an educational and residential environment and workplace that is free from harassment and discrimination on the basis of gender, race, color, national origin, disability, religion, ancestry, age, marital status, sexual orientation, gender identity, genetic information or any other characteristic protected by law or based on a belief that such characteristic exists at school or any school sponsored activity.

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Virginia Department for the Deaf and Hard of Hearing

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Virginia Department for the Deaf and Hard of Hearing

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Interpreters

The Interpreter Services Program (ISP) contracts with qualified sign language interpreters for services in state agencies, coordinates sign language interpreter and CART services for state agencies and Virginia courts, maintains a Directory of Qualified Interpreters, and provides information to private entities and the general public to assist in locating and securing qualified interpreters.

More about Interpreters

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Virginia Department for the Deaf and Hard of Hearing

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The Virginia Department for the Deaf and Hard of Hearing (VDDHH) works to reduce the communication barriers between persons who are deaf or hard of hearing and their families and the professionals who serve them

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Technical Assistance Center for Children Who Are Deaf and Hard of Hearing

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Technical Assistance Center for Children Who Are Deaf and Hard of Hearing

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Technical Assistance Center for Children Who Are Deaf and Hard of Hearing

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The Technical Assistance Center for Children Who Are Deaf and Hard of Hearing is funded by the Virginia Department of Education (VDOE) to provide training and technical assistance in the area of deafness and hearing loss.

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92 ASL Resources to Improve Inclusion for Deaf and Hard of Hearing Students - College Educated

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92 ASL Resources to Improve Inclusion for Deaf and Hard of Hearing Students - College Educated

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Over 5 percent of the world's population is Deaf or hard of hearing, according to data from the World Health Organization. Part of creating an inclusive culture for Deaf and hard of hearing people is giving equal access to communication by using ASL and creating a higher quality of life for the Deaf and hard of hearing community.

In a world that relies on spoken language, ASL opens doors for the Deaf community.

Benefits of ASL for Allies and Teachers

ASL is enjoyable to learn

Become allies to the Deaf community

Learn more effective nonverbal communication like facial expressions and gestures

Strengthens the brain

Creates inclusivity

Become a part of Deaf culture

Lower limitations at school and work

Improve loneliness

This resource seeks to bridge the gap between those who interact with people who use ASL as their language, their employers, teachers, professors, friends, and family. Almost half a million people in the United States use ASL, and this resource provides beginning, intermediate and advanced resources for those who wish to learn ASL, include ASL in their daily life, learn about the history of ASL and more.

For this resource, the term "Deaf" is used in an all-inclusive manner to include people who identify as deaf, deafdisabled, deafblind, late-deafened, hearing impaired and hard of hearing. The use of one term honors the idea of Deaf culture and recognizes that identity can change over time. Using one term allows people to unite under one term with shared experiences.

The founder of this program gained inspiration from major university programs and now offers more than 30 lessons that cover all aspects of daily life.

Online Dictionaries and Learning Apps

Colleges that teach ASL Online or Mostly Online

Colleges for Deaf Students

Find Interpreting Services

Interpreter Resource Videos

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92 ASL Resources to Improve Inclusion for Deaf and Hard of Hearing Students - College Educated

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Over 5 percent of the world's population is Deaf or hard of hearing, according to data from the World Health Organization. Part of creating an inclusive

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Virginia's Resource Guide for Families of Children with Hearing Loss

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Virginia's Resource Guide for Families of Children with Hearing Loss

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Language and Learning - My Baby's Hearing

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Important information about early intervention, communication development and opportunities for nurturing language development.

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Like you, I am the parent of a child who is deaf.

When my daughter was diagnosed, I had so many questions, hopes, and fears. I searched for answers that sometimes took years to find. Nearly two decades later, I've created this site to help you get answers, access resources, and connect with a community that understands your needs.

As you start your own journey in parenting a child with hearing loss, I have a special video message for you:

American Sign Language is an important developmental tool that will help your child acquire a foundation for thinking and language (signed or spoken). Learning just a few simple signs will help you start to communicate and connect with your child!

Sign It ASL is a new online class that introduces parents like you to American Sign Language. Through the generosity of our partners, we are sharing our new online class free of charge to families when they need it most. To qualify, you must be:

a parent of a deaf or hard of hearing child 36 months or younger

currently residing in the United States

willing to provide qualifying documentation

Don't qualify? Don't worry!

You can take our o nline sign language classes for less than $8 per lesson. Sign It ASL a self-paced, fun, and affordable way to learn American Sign Language from ASL experts. Save 20% when you buy units 1, 2 and 3 together:

Let's Work Together

We'd love to make Sign It ASL available to more families free of charge. Do you know of an organization that would like to help us expand our free distribution? Let us know! Contact us at foundation@signingtime.com.

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Like you, I am the parent of a child who is deaf. When my daughter was diagnosed, I had so many questions, hopes, and fears. I searched for answers that sometimes took years to find. Nearly two decades later, I've created this site to help you get answers, access resources, and connect with a community that understands your needs.

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NCSA Student Scholarship Application - National Cued Speech Association

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NCSA Student Scholarship Application - National Cued Speech Association

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Scholarships from the Dr. R. Orin Cornett Scholarship Fund are NOT awarded based on financial need, hearing levels, or use of a cochlear implant. Scholarships ARE awarded based on the following criteria:

1. The candidate has used/uses Cued Speech as their primary mode of communication.

2. NCSA's mission, vision and goals (see Where We Stand) have been and will continue to be represented by the candidate.

3. The candidate will be an advocate for the use of Cued Speech for language, learning, and literacy.

4. Every application will be considered on the basis of their accomplishments including how they have represented the mission of NCSA and the use of Cued Speech. All candidates are encouraged to apply.

5. Carol Shuler Scholarship candidates must reside in the West Region (Arizona, Alaska, California, Hawaii, Idaho, Nevada, Oregon, Utah or Washington).

Application Instructions

1. Download the application formand letter of reference instructions. Review all instructions carefully. Two letters of reference are required for a complete application.

2. Share the letter of reference instructions with those who will be providing your references. Give them enough time to review the requirements and write their reference letter.

3. Upload the completed application form and other required documents using the first form below. People submitting a letter of reference on your behalf will use the second form at the bottom of this page.

The deadline to submit applications and letters of reference is April 30, 2024. Applicants will be notified in May.

If you have any questions or issues, please email us.
Upload Student Application and Required Documents Upload Letter of Reference
This form is for people submitting a letter of reference on behalf of a student applying for a scholarship.

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NCSA Student Scholarship Application - National Cued Speech Association

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Scholarship Qualifications Scholarships from the Dr. R. Orin Cornett Scholarship Fund are NOT awarded based on financial need, hearing levels, or use of a cochlear implant. Scholarships ARE awarded based on the following criteria: Application Instructions The deadline to submit applications and letters of reference is April 30, 2024.

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Theory of Mind (ToM) has become a topic of interest for hearing professionals as the speech, listening and language skills of children with hearing loss (CHL) have improved over the decades, but social and emotional skills continue to raise concerns. But what exactly is Theory of Mind? How does it develop, what domains of daily life does it impact, why do CHL struggle in this area, and most importantly, how can we help? This course will cover a background on ToM and its importance, the typical development of ToM in children, “false belief” and its importance, and ToM in CHL. We will analyze current research in the field, learn to identify ToM milestones in the children on our caseloads, learn to write goals for targeting ToM in therapy, and learn specific activities to encourage the development of ToM in CHL.

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Kindergarten and School With Cochlear Implants

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Kindergarten and School With Cochlear Implants

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Kindergarten and School With Cochlear Implants - The MED-EL Blog

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We interviewed parents of cochlear implant users about their children’s kindergarten and school experiences. This is what they had to say.

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Services for Students Who Are Blind or Visually Impaired

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We serve students ages 2-22 who require specialized instruction and support with a variety of visual impairments.

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Do you have a hearing or vision question?

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Learning Tools for Deaf and Sight Impaired

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Technology support videos available in American Sign Language (ASL), Cued Speech, and Spanish from FCPS Hearing and Vision Services. These resources support students who are Deaf/Hard of Hearing or Blind/Visually Impaired.

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Resources for Parents of Blind and Low-Vision Children - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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Resources for Parents of Blind and Low-Vision Children - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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Resources for Parents of Blind and Low-Vision Children - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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Introduction This guide lists resources for parents of children who are blind or low vision. In it, you will find an explanation of terms parents should know when raising children with visual disabilities, support organizations for parents, where to find accessible reading materials, sports and athletic organizations for blind and low-vision athletes, games, camps, federal

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ParentConnect is a family support group offered in partnership with The Chicago Lighthouse’s Virtual Parent Support Group. (Ongoing)APH FamilyConnect and The Chicago Lighthouse are pleased to offer this virtual support group for parents and families of children who are blind or visually impaired. These monthly sessions are for families to connect with and learn from each other about the joys, challenges, and adventures of raising children with visual impairments and blindness. These sessions are open to families. ACVREP or professional development credits will not be available.

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Parents | National Federation of the Blind of Virginia

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Parents | National Federation of the Blind of Virginia

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Parents | National Federation of the Blind of Virginia

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The Virginia Parents of Blind Children (VAPOBC) is a division of the NFB of Virginia. Its mission is to offer support, information and encouragement to families and friends of blind/visually impaired children. We connect families to each other and to blind role models in the community. We offer support and information about educational issues, the IEP (Individualized Education Program), Braille, technology and scholarships. We sponsor seminars and workshops for parents at the NFBV State Convention. We provide access to free canes for kids. Parenting a child with blindness or a severe vision impairment can be a lonely job…there just aren’t that many of us out there! VAPOBC wants you to know you are not alone. Our organization not only provides a platform for parents to share their experiences and voice their concerns, but most importantly VAPOBC connects us to the real experts on blindness…the members of National Federation of the Blind. Our mentors and friends in the National Federation of the Blind of Virginia reach out to us, the families of blind and visually impaired children, to demonstrate that, with the proper attitude and adaptive skills, lack of visual acuity can be reduced to a mere nuisance.

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Webinar-Adapting Books for Students with Vision Impairments and Other Disabilities

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Webinar-Adapting Books for Students with Vision Impairments and Other Disabilities

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Adapting Books for Students with Vision Impairments and Other Disabilities