ProvidersInformation to help providers working with Deaf children
ASDC believes that medical, audiology, and educational professionals serving deaf children and their families have a responsibility to:
- Be informed about the successes of deaf persons from all walks of life, including those who use American Sign Language, as their primary language and those who do and do not use cochlear implants.
- Recognize the benefits of early language, including sign language, and work to ensure that deaf children’s language development, whether signed, spoken or both, progresses at a rate equivalent to that of their hearing peers.
- Refer parents to a wide range of information sources, including deaf individuals, families with deaf children, schools for the deaf and local, state and national parent and deaf adult organizations.
We need to erase:
- Misconceptions that sign language will harm a deaf child’s language development.
- Misconceptions that supporting visual language means excluding spoken language approaches.
Pepnet 2 has released the new, online, interactive program Map It: What Comes Next. This program was designed to meet the needs of students who are deaf or hard of hearing as they transition to work, college, or training programs. Map It is comprised of three...
The 2015 ASDC Information Booklet is now available
ASDC welcomes our newest Organizational Member, the Institute for Disabilities Research and Training, Inc. (IDRT). IDRT is dedicated to improving the lives of people with disabilities, their families, and service providers through research and development, training,...
The Registry of Interpreters for the Deaf, Inc., (RID) Standard Practice Paper provides specific information about the practice setting and is intended to raise awareness, educate and encourage sound basic methods of professional practice.
Schools for the Deaf can provide language-rich, high- quality educational and leadership opportunities where deaf and hard of hearing students and their families receive the services and support they like their hearing peers – are entitled to and so clearly deserve.
This article presents an overview of six strategies families and service providers can use with Deaf and Hard of Hearing students who have autism at home and in the community.
This article provides an overview of the transition process for students who are deaf and have autism and offers tips for helping your child in the transition to adult life.
This article discusses strategies for working with children who are deaf and have autism using visual schedules.
This article provides an in-depth description and strategies for using Social Stories with children with autism.
Dr. Linda Twilling has written this article giving families strategies and ideas to turn “horrible” holidays into “great” holiday gatherings that children will remember for years.