American Sign Language Education Programs for Parents: Effectiveness and Accessibility for Local Programing

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dc.contributor.authorSmith, Laurel Alexandra
dc.date.accessioned2017-10-12T14:37:55Z
dc.date.available2017-10-12T14:37:55Z
dc.date.issued2017
dc.description61 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
dc.description.abstractEarly, 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.en_US
dc.identifier.urihttps://hdl.handle.net/1794/22895
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsCreative Commons BY-NC-ND 4.0-US
dc.subjectAmerican Sign Languageen_US
dc.subjectParent educationen_US
dc.subjectSpeechen_US
dc.subjectDeafen_US
dc.subjectCommunicationen_US
dc.subjectCommunication disorders and sciencesen_US
dc.titleAmerican Sign Language Education Programs for Parents: Effectiveness and Accessibility for Local Programing
dc.typeThesis/Dissertation

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