American Sign Language Education Programs for Parents: Effectiveness and Accessibility for Local Programing
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Date
2017
Authors
Smith, Laurel Alexandra
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
Early, varied, and frequent language experience is critical during early brain development; therefore, its absence can compromise a child’s ability to learn language later in life. Parents of children who are deaf may choose to use ASL to support their child’s language acquisition, however, many parents need programs with which to learn ASL. This study offers four recommendations for parent ASL education programs, suggesting that programs should: teach ASL within a cultural context, provide parents with opportunities to practice with fluent or native signers, provide parents with instruction on how to best support their child’s visual language acquisition, and be responsive and receptive to parent needs. Additionally, this study demonstrates the elements that the Eugene community perceives as important and what needs it has in relation to this programing. These insights are applicable to the future of programming locally and offer insight for others into possible needs in their own communities.
Description
61 pages. A thesis presented to the Department of Communication Disorders and Sciences and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2017
Keywords
American Sign Language, Parent education, Speech, Deaf, Communication, Communication disorders and sciences