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Your deaf child can have the gift of education! #giftofeducation #giftoflanguage

Explore: www.nad.org/gift-of-language.

VIDEO DESC & TRANSCRIPT: Montage video of different people talking towards the camera but facing someone out of frame. The NAD logo appears on bottom right corner as a watermark.

PARENT #1: Our son went to preschool there and loved it, begin speaking as well as signing and just took off. And then when we had our daughter, when she was born, she was deaf. We tried hearing aids for a little while. That didn’t work. She did receive cochlear implant when she was two years old. And she went to the school for the deaf from birth on and they just are– Both our children have taken off through there. They learned a lot about deaf culture. The school also provided us with a lot of support with ASL support, teaching us how to read to our children, teaching us our to talk with our children and really just teaching us what to do and being there to support us.

PARENT #2: Prior to her being identified as deaf, I was primarily speaking to her through spoken English. She had a progressive loss. But because I knew sign language, I was also signing to her, so she was picking up sign language very quickly. At the point when I knew that she was deaf, I enrolled her in the school for the deaf, and she got exposed to American Sign Language on a daily basis. She also received speech therapy at that time. We put her in hearing aids immediately. She really was exposed to both spoken English and sign language from an early age. The School for the Deaf was very good about exposing her to both languages. I felt like that was very important and she continued in the School for the Deaf, receiving both American sign language instruction and spoken English instruction, through first grade.

PARENT #3: Our speech therapist has been encouraging us to sign less as Aria learns to use her implant, but we have not signed less, because we know what’s best for our child, and we feel that the signing is helping her to learn. It’s helping her with English. It’s helping her to learn in general. We’ve gone with our own instinct, and we continue signing. A specific example is with building her language. The IFSP showed me how to- if she is at a certain level but keeps building on it, like if she is using two words together or signing two words together, add a third word. If we think she knows 20 signs, try to teach her five more signs, so it helped us to see how we could build on what she already knew and was learning.

PARENT #2: We received quite a bit of information from both the audiologists who were involved with her care, as well as the schools provided a lot of information for us, both with language development, what resources are out there available, the different approaches for language development, the use of sign language, the use of spoken English, how all that can work together, how to best teach her, how to best interact with her. I was very fortunate in receiving a lot of very helpful information.

PARENT #4: For my daughter, who’s now a senior in high school, clearly she has benefited so much by becoming bilingual, fully bilingual. As her ability to use her residual hearing perceptively has changed over the years. Her grounding in ASL, her fluency, her native use of it has been such a wonderful thing for her. If she was not well grounded in that, if we had put her in an oral program all of those years, until her hearing got to the point where she couldn’t depend on her receptive hearing anymore, she would be lost. So, it has been very important over the years.

Video fades to a soft white background with several different font types showing “NAD” very quickly. Copyright video ends with the National Association of the Deaf (NAD) logo centered. Blue text below the logo appears, “The National Association of the Deaf / (copyright) 2018 All Rights Reserved / www.nad.org”; a yellow highlight of the URL appears at the end.

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