Listen To Me

Children with hearing difficulties often face unique challenges when it comes to language and communication. While listening might be harder for them, learning does not have to stop. One of the most effective ways to support these children is through writing, which allows them to engage with language visually and actively. Writing provides a space where children can process grammar, vocabulary, and sentence structure at their own pace, helping them build strong communication skills.

When children write, they are able to see the language in action. Words, punctuation, and sentence patterns become clear, making abstract grammar rules easier to understand. For example, a child can practice using past tense verbs or different sentence types through small writing exercises, gradually internalizing these rules. This visual approach is especially valuable for children who cannot rely fully on hearing to learn language.

Writing also encourages self-expression and confidence. Many children with hearing difficulties may feel frustrated if they cannot participate in spoken conversations as easily as their peers. Writing gives them a voice. By composing sentences, stories, or even simple journals, they learn to express their thoughts clearly and effectively. Over time, this practice improves both their writing skills and their understanding of grammar, helping them communicate more independently.

Teachers and parents can make writing even more effective by using visual aids and interactive exercises. Color-coded sentence diagrams, fill-in-the-blank worksheets, or story prompts can guide children in constructing correct sentences. Encouraging children to read their own writing aloud or share it with others adds another layer of practice, combining visual, written, and spoken language skills.

In conclusion, while listening may be challenging, children with hearing difficulties can still thrive in learning grammar and language. Writing is a powerful tool that strengthens their communication skills, builds confidence, and provides a clear pathway to mastering language. By supporting these children with thoughtful writing activities, we can help them say, “Listen to me,” and truly be heard.

Ready Set Go

 Supporting Your Child with Autism Every Step of the Way

Parenting a child with Autism Spectrum Disorder (ASD) can feel like navigating a new world—one full of unique challenges, unexpected joys, and moments of incredible growth. The journey may sometimes seem overwhelming, but with the right strategies and mindset, you can help your child thrive. “Ready, Set, Go” is a simple way to think about supporting your child every step of the way.

Ready: Prepare and Understand

The first step is understanding your child’s needs, strengths, and challenges. Every child with autism is unique, and knowing their preferences and triggers can make a huge difference in daily life.

Tips for the “Ready” stage:

• Learn about autism: Read books, attend workshops, and connect with support groups to understand how autism affects communication, behavior, and learning.

• Observe your child: Notice what excites them, what frustrates them, and what helps them calm down.

• Build a support team: Collaborate with teachers, therapists, and medical professionals to create a shared understanding of your child’s needs.

Pro Tip: Keep a journal to track routines, behaviors, and progress—it’s a great tool for recognizing patterns and celebrating successes.

Set: Create a Routine and Goals

Children with autism often thrive on structure and predictability. The “Set” phase is about creating routines, setting clear expectations, and breaking down goals into manageable steps.

Strategies for the “Set” stage:

• Use visual schedules: Pictures or charts can help your child understand daily routines and reduce anxiety.

• Break tasks into small steps: For example, instead of “get dressed,” guide them through “put on shirt,” then “put on pants.”

• Set realistic goals: Celebrate small victories—progress is progress, no matter the pace.

Pro Tip: Involve your child in setting goals. Even small choices can give them a sense of control and independence.

Go: Encourage Independence and Growth

The “Go” stage is about supporting your child as they take steps toward independence and confidence. Encourage exploration, social interaction, and self-expression while continuing to provide guidance and safety.

Ways to support your child in the “Go” phase:

• Encourage problem-solving: Let them try new things with your guidance—success and failure both teach valuable lessons.

• Promote social skills: Practice greetings, turn-taking, and sharing through games or role-playing.

• Celebrate uniqueness: Focus on strengths and passions—they can be gateways to learning, friendships, and confidence.

Pro Tip: Positive reinforcement works wonders. Praise effort and progress rather than perfection.

Extra Tools for Parents

• Sensory tools: Weighted blankets, fidget toys, or noise-canceling headphones can help manage sensory sensitivities.

• Communication aids: Picture Exchange Communication Systems (PECS) or speech apps can help nonverbal children express themselves.

• Parent self-care: Caring for a child with autism can be exhausting. Taking time for yourself is not selfish—it keeps you energized and effective.

Final Thoughts

Parenting a child with autism is a journey filled with challenges—but also rich rewards. By thinking in terms of Ready, Set, Go, you can prepare, plan, and support your child’s growth every step of the way. Celebrate small victories, learn from setbacks, and remember: progress is not always linear, but every step forward counts.

Your dedication, patience, and love are the ultimate tools to help your child flourish.

Decoding Sound: Enhancing Reading Skills for Deaf and Hard-of-Hearing Children

Decoding Sound

Enhancing Reading Skills for Deaf and Hard-of-Hearing Children

by Urszula Glogowska

Developing reading skills in deaf and hard-of-hearing (D/HH) children involves more than just recognizing letters and words—it requires bridging the gap between visual cues and phonemic awareness. Traditional reading instruction often emphasizes auditory elements, which can pose challenges for deaf or hard-of-hearing (D/HH) learners. However, with tailored strategies and tools, these children can achieve literacy milestones comparable to their hearing peers.

1. Visual Phonics: Bridging the Sound-Symbol Gap

Visual Phonics is a system that assigns unique hand shapes and written symbols to represent speech sounds. This approach helps D/HH children associate written letters with their corresponding phonemes, thereby enhancing phonemic awareness. Research indicates that consistent use of Visual Phonics improves reading fluency, decoding skills, and spelling in D/HH students.

Example: At Heathlands School, educators utilize Visual Phonics to support deaf and hard-of-hearing (D/HH) students in recognizing and producing speech sounds through visual cues, thereby enhancing their reading and spelling skills.

Learn more:

• Visual Phonics https://www.pattan.net/Videos/15-Introduction-to-See-the-Sound-Visual-Phonics-20

2. Cued Speech: Enhancing Speechreading and Literacy

Cued Speech utilizes hand shapes and placements near the mouth to visually distinguish phonemes that look similar on the lips. This method supports children who are deaf or hard of hearing (D/HH) in developing phonemic awareness and decoding skills, facilitating a clearer understanding of spoken language through visual cues.

Example: In classrooms where Cued Speech is implemented, deaf or hard-of-hearing (D/HH) students can more accurately perceive and differentiate between phonemes, leading to improved reading and spelling skills.

Learn more:

• Cued Speech – Wikipedia
• Start Cueing – National Cued Speech Association

3. Multisensory Approaches: Engaging Multiple Senses

Incorporating multisensory activities, such as tactile games, sign language, and visual storytelling, can reinforce reading concepts. For instance, using flashcards with colors and textures can help deaf or hard-of-hearing (D/HH) children associate sounds with symbols, making the learning process more interactive and engaging.

Example: Teachers use textured flashcards and sign language to help deaf or hard-of-hearing (D/HH) students connect visual symbols with their meanings, thereby enhancing their reading comprehension.

Learn more:

• Multisensory Structured Language Teaching for Children with Hearing Loss – Hearing Health & Technology Matters

4. Bilingual-Bimodal Education: Integrating Sign Language and Written English

A bilingual-bimodal approach, combining American Sign Language (ASL) and written English, provides deaf and hard-of-hearing (D/HH) children with a robust language foundation. This method supports cognitive development and literacy by allowing children to access both visual and written forms of language, promoting a deeper understanding of reading materials.

Example: Schools that implement bilingual-bimodal education report higher literacy rates among deaf and hard-of-hearing (D/HH) students, as they can access language through both American Sign Language (ASL) and written English.

Learn more:

• Position Statement on ASL and English Bilingual Education – National Association of the Deaf

5. Interactive Storytelling and Technology Integration

Utilizing digital platforms that offer interactive storytelling can enhance reading experiences for children who are deaf or hard of hearing (D/HH). For instance, applications that provide stories in both American Sign Language (ASL) and English allow children to engage with content in multiple formats, thereby reinforcing comprehension and vocabulary acquisition.

Example: Applications like VL2 Storybook Apps offer interactive stories in both American Sign Language (ASL) and English, allowing deaf and hard-of-hearing (D/HH) children to engage with content in multiple formats, thereby reinforcing comprehension and vocabulary acquisition.

Learn more:

• VL2 Storybook Apps – Gallaudet University
• MedEd Connections – Literacy for DHH Students – Deaf and Blind Outreach

6. Early Exposure and Consistent Practice

Early and consistent exposure to reading materials is crucial. Engaging in daily reading routines, using books with repetitive text and clear illustrations, can help deaf or hard-of-hearing (D/HH) children develop familiarity with language structures and vocabulary. Additionally, incorporating sign language into reading activities can further support language acquisition and literacy development.

Example: Parents and educators who read daily with deaf or hard-of-hearing (D/HH) children, using sign language and visual aids, observe significant improvements in the children's reading skills over time.

Learn more:

• Reading Together: Tips for Parents of Children with Hearing Loss or Deafness – Reading Rockets

While deaf or hard-of-hearing (D/HH) children may face unique challenges in reading development, employing specialized strategies, such as Visual Phonics, Cued Speech, and bilingual education, can significantly enhance their literacy skills. By integrating these approaches, educators and parents can provide D/HH children with the tools they need to succeed in reading and beyond.

Core VS Fringe Words

Why it is important to teach core and fringe word? What’s the difference?

Core vocabulary includes words such as:

• Verbs (go, play, look, want, go, etc.)
• Pronouns (I, you, we, they)
• Helping verbs (is, am, etc.)
• modifiers (more, all done, that)
• Location words (in, on, up, down, etc.) 

An example of what words/categories fringe vocabulary might include:

• Colors (red, orange, yellow, etc.)
• Toys (ball, blocks, puzzle, etc.)
• Food (water, juice, muffins, apples, etc.)
• Social (hello, goodbye, or custom pre-programmed greetings “How are you?”, etc.)
• Read (book, newspaper, turn the page, etc.)

https://crawlwalkjumprun.com/what-is-core-vocabulary-vs-fringe-vocabulary/

Core Vocabulary

• High frequency words that can be used in a variety of situations and with various communication partners
• Make up about 75-80% of the words we use everyday
• You cannot form a sentence without using core words
• You can create a sentence using only core words
• Often more difficult to visualize
• Usually includes pronouns, helping verbs, prepositions, articles, and common verbs
• Examples include – I, he/she, like, play, have, on, open, help, more, can, do, it
• Sentences using only core vocabulary – “I like to play”, “I need help”, “you can do it”

Fringe Vocabulary

• Words more specific to a situation – mostly nouns
• Cannot be used across a variety of situations
• Cannot form a sentence with only fridge words
• Can visualize the fringe vocabulary words
• Examples include “pig”, “school”, “teacher”, “pizza”, “TV”, “dinosaurs”

https://theautismhelper.com/core-and-fringe-vocabulary-what-it-is-how-to-use-it/

More info:

https://www.beyondwordsslt.co.nz/making-sense-of-core-and-fringe-vocabulary/