Considering Sign Language

Language development can occur using speech, signs, and other symbolic ways of representing languages, such as written words and picture symbols. The important distinction for families with children with hearing loss is the difference between language and the forms that it takes (spoken and visual representations).

It is critical that every child is exposed to the complete form of any language, whether it is a spoken form, a visual form, or both. Languages are rule-governed systems that link thoughts, concepts, and ideas to comprehension and expression. Learning a language allows us to communicate with others who have learned the same language. This is true for spoken and signed languages. Learning two different languages is possible when each language is fully accessible. For example, in many families, the language spoken in the home is different than the language used out of the home.

For children who are deaf or hard of hearing, the challenge is making language learning accessible. This is especially true when, as it is in most cases, the language used by the family is a spoken language, such as English, Mandarin, Punjabi, or French.

When hearing loss compromises speech perception (the ability to hear the difference between the sounds that make up that spoken language), important information about that language may be lost or vague. Once a child’s language is delayed, it becomes increasingly more difficult to “catch up”. This is one of the reasons why early intervention is beneficial; babies diagnosed with hearing loss early and receiving intervention services and equipment are getting stimulation vital to their development. There is growing evidence that monitoring communication progress and participating in intervention helps prevent significant delays that interfere with language development.

True language forms, such as words, phrases, and sentences, build on pre-linguistic* skills. The Colorado Home Intervention Program (CHIP) www.csdb.org/chip/build_blocks.html offers helpful illustrations of the components of language that can be put together to represent complete languages. For deaf and hard of hearing children, there are many terms for the approaches used to learn true language. These include:

• Auditory-Verbal (A-V)
• Auditory-Oral (A-O)
• American Sign Language (ASL)
• Manually Coded English (MCE)/ Signing Exact English (SEE)
• Simultaneous/Total Communication
• Cued Speech
• Bilingual
• Sign-Supported Speech and Language/Conceptually Accurate Signed English (CASE)
  

Whatever communication method you choose, the evidence from your child’s development will provide you with more information to make timely, appropriate adjustments to your approach. Parents want to be informed about all the methods available so that they can decide which works best to match their goals and their child’s needs.

For assistance, reference the Family Communication Self-Evaluation Checklist found on page 25 of My Turn To Learn.