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Language Acquisition is Crucial to Development

The Importance of Early Literacy Development in the Deaf Community

At the time of birth, our brains immediately begin to develop. We begin to make neural connections at a rapid rate (700 new neural connections are made every second from birth to five years old). By five years old, 90% of our brain capacity is already developed (Nyle Demaraco Foundation).

However, without the introduction of language, the brain will not develop naturally. Too often we see a lack of language introduction in children who are born deaf or hard of hearing. In fact, even children who are born deaf, who have cochlear devices implanted may never develop language. This is due to the regular brain plasticity changes in early childhood. When a child has not acquired a first language in the early years (0-5), that child may never be completely fluent in any language. Subsequently, missing this critical period of exposure to natural language results in a lack of development in cognitive activities that rely on a solid first language. These areas include:

  • Literacy
  • Memory Organization
  • Number Manipulation

This language deprivation will impact a child for the rest of his or her life.

A great method of language acquisition for a child who is deaf or hard of hearing is sign language or American Sign Language (ASL). ASL provides the same time constraints of spoken language development and acts as the perfect language for a child who is born deaf or hard of hearing.

Learning language is a critical component of the growth and health of every child, without it long-term effects carry into adulthood:

  • Cognitive activities are stunted or highly underdeveloped (i.e mathematics)
  • Organization of memory is disordered
  • Diminishes one’s educational and career possibilities
  • Psychosocial problems due to isolation and frustration
  • Self-expression is diminished
  • Ability to understand others is compromised

Source

How Can You Ensure Children Receive Language

Parents:

  1. Early intervention is key. Begin signing with your child as early as possible (preferably as infants).
  2. Take sign language classes. Parents should not be the only members of the family who can communicate with the child. It is important for each member of the family to learn sign language.
    1. Classes in Nashville:
      1. Bridges for the Deaf and HOH– classes are free for parents who have a deaf child.
      2. Gate Communications
      3. STARS In Home Services-teaches sign language to families whose students are enrolled in the STARS program
    2. On-line learning tools
      1. STARS “Deaf Teaching Hearing” Video Series
      2. ASL Pro
      3. Library Services for the deaf and hoh
        1. Books and videos to check out
  3. Enroll in After-School Programs and Camps
    1. Enlist your child into programs and/or camps where he or she will have exposure to peers who sign and other adults
      1. After-School Programs in Nashville:
        1. Bridges –After School Program and camps
        2. Brentwood Baptist Deaf Church Camp 
  4. Community
    1. Become immersed in the Deaf community
    2. Educate yourself about the Deaf community and Parenting a Child who is Deaf or Hard of Hearing
    3. Resources:
      1. NAD
      2. American Society for Deaf Children
      3. Milestone Tracker 

Educators and Adults:

  • Push Policy Makers/Schools to provide after-school programs for Deaf or Hard of Hearing students
  • Advocate for sign language (ASL) as part of early education in schools
  • Provide accessible spaces for students, coworkers, individuals who are Deaf or Hard of Hearing

 

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Learning Emotional Language

Emotionally Supporting Our Youth

In our work, we meet young people from so many different, often difficult backgrounds. Whether through our youth conferences, like MOVE2STAND, or our result-based Student Assistance Program, we listen to stories, and aid in situations that are challenging and life-changing. Sometimes trying to create a space for emotional growth and healing to take place can feel overwhelming. We have all the facts and figures, along with the education and training, and yet, at times, all that we know on paper just doesn’t seem to be working. How do we help someone find the way to emotional wellness? To a better way? I believe, sometimes, we have to go back to the basics.

In the book, Boys in Crisis, Dr. Paul Slocumb talks about how young people often lack the emotional language to fully and honestly reflect and express their real emotions and feelings. Because of this, they fall into an “emotional abyss” that leads to everything from behavioral issues and depression, to a general lack of feeling fulfilled.

How I Was Able to Overcome the Emotional Abyss

On a personal note, this hits home. I grew up in a family that struggled through many circumstances. My father, who battled alcoholism and a gambling addiction, left when I was 10. My young, single mother was left to raise four boys on her own. With limited options, my mom, one of the most sacrificial people I have ever known, went to work. This often involved long hours and multiple jobs. Overnight, my feelings of safety, security, and stability turned to insecurity and fear. We moved from apartment to apartment, struggling to pay rent and to get through the month. We did. But, just like the young people with whom we work, there were natural consequences.

I made it through the most difficult years relatively unscathed. My brothers, however, struggled through their teen years and into their twenties, not because they were less smart, less talented, or were somehow deficient.  In fact, in countless ways, they exceeded me with a healthier set of internal assets. No, something different was at work there.  I made it through, and with fewer struggles, for basically one reason: I had outside help!

Along with a pretty solid group of friends my own age, I had caring adults in my life, teachers, coaches, youth leaders, school counselors, and members of my extended family, who helped give me that extra support and “language” that I was lacking. They gave me the support, and led by example, that slowly helped me gain the ability to understand why I hurt, why I felt lost, why I felt unloved, and why I sometimes did irresponsible things.  They also helped me understand how to fulfill the unmet needs in my life. In other words, they loved me. They talked to me, and for some reason, I listened. They set boundaries, led by example, and gave me a safe place to fall.  So, in addition to a loving mom who did everything she could to make sure we were safe, secure, fed, and loved, I had others who became part of an extended network who guided me to a healthier, more fulfilled life, where my emotional needs were met. I got lost from time to time, but they were the guiding lights that led me back to where I needed to be.

What Can We Do?

Our young people are in need of exactly the same thing. Some sit in silence, having grown hardened by adversity. Some act out in anger and frustration, because they don’t know how to tell us they are hurting and mad. Some turn to drugs and alcohol to numb the feelings they can’t express. We can give them all the money we can find, every gift at Christmas, every new gadget; but unless we help them feel safe and secure, and emotionally well fed, it won’t change anything.

It’s important to remember that we are a community and not to take for granted that everyone has the emotional language to behave “the correct way,” or, say the “right things”, or, even to sit still in school. We all need someone to help us learn that language, to feel that security, to provide a safe place to fall, and to help us find our way to healing. So, when given the chance, help someone learn. Help someone learn love.  Be the one. If not you, then who?

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Look beyond the disability.

There’s a person there.

In 1977 Kids on the Block was created from one teacher’s vision and determination to have her students with special needs integrate into the “regular” classroom with the least amount of fear and rejection as possible.  She made a puppet that resembled one of her students after he had told her that the kids were making fun of him for being different because he was in a wheelchair.  She took her handmade puppet who was also in a wheelchair and did a skit for the regular classroom about what is like to have cerebral palsy.  She put the puppet away and asked the kids if they had questions for her but they didn’t…they had questions for the puppet, Mark Riley.

She put Mark back on her hand and took the students’ questions and answered through Mark.  She discovered as every hand went up, a barrier came down.  Once the students learned about Mark, they were not afraid anymore and the teasing stopped.  They could easily ask Mark questions they may have been uncomfortable asking their peers.

From this discovery, Kids on the Block was founded and many more puppets were created all of whom have their own unique characteristics and spread awareness about all types of differences.   The mission grew from just awareness of disabilities to a variety of topics on different health and social issues that affect kids’ lives.  The main theme in all of Kids on the Block programs is that we should all accept people for who they are regardless of their differences.

Mark Riley and his friends are still teaching kids all over the world 40 years later!

Parents and Educators:  Here are some tips from Mark!

  • It’s ok to ask questions about disabilities!
    • Kids are naturally curious and observant of differences.  Let them know why someone might be in a wheelchair or using a white cane with the language they can understand.  Once they have the knowledge, they usually aren’t afraid anymore.
  • It’s ok to look!
    • Avoid shaming your child for looking at something new such as a wheelchair or a prosthetic limb.  It’s hard NOT to notice.  If your child tends to have a tendency to stare, gently remind them that there is a person in the wheelchair and they have feelings and might get uncomfortable being stared at.  But looking is OK!  It’s better to look and acknowledge someone than to pretend like that person isn’t even there!
  • I am not my disability!
    • Try to always use language such as, “the kid who is blind” instead of, “the blind kid.” Remember a person may have a disability but it is just a small part of who they are.
  • Having a disability isn’t a weakness!
    • It is a difference.  People with all sorts of disabilities do most things people without disabilities do…they just do them in a different way!
  • Do research together!
    • Look up some famous people with disabilities such as Stevie Wonder, Helen Keller, Stephen Hawking and Beethoven who did not let their disabilities stop them from doing amazing things!
  • Everyone is different!
    • Even people who may have the same disabilities are different!  Not everyone with cerebral palsy (CP) uses a wheelchair.  Some people with CP can walk and others use crutches and braces.  Just remember, everyone is unique!

I’m a regular kid and I like it when people treat me like one. –Mark Riley

 

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The Power of Literacy

Kids on the Block bring Literacy to Buena Vista

Kids on the Block (KOB) brought the Literacy Program to the first graders at Buena Vista Enhanced Option School in Nashville.  Over several weeks KOB encouraged the importance of reading through various fun and engaging activities in which students:

  • View a puppetry presentation that includes story time when they get introduced to the book they will be reading in their small groups
  • Get up and moving combing phonics with song and dance
  • Practice reading aloud with a reading buddy
  • Use tools such as story mapping, spelling puzzles, and puppets to review what they have read and act out parts of the book
  • Receive books to take home and keep
  • What people are saying:
    • Literacy Coach – “Not one day went by without at least one student stopping me and asking if it was the “Kids on the Block” day. As important as the student’s reactions are, the growth in their reading levels during the time you worked with them is impressive.”
    • Teacher – “They (the kids) really enjoyed the program and getting to work with the teachers (KOBers). The teachers were very caring and encouraged later reading with the gift of books.”
    • Student – “I learned a lot of new words that I never even new (knew). I loved being in Kids on the Block. Thank you.”

Why is literacy so important?

Only 1/3 of American 4th graders are proficient in reading. By the 4th grade, if a child is unable to read at the basic level of proficiency for that grade, they are unlikely to ever catch up.

Source

Today’s Readers become Tomorrow’s Leaders

Tips to get your kids into reading:

  • Make special library dates with your kids! Go to the public library with a list of the type of books they want to check out and make sure they get some that they are truly interested in reading.
  • Schedule family time to read with your children. You can read to them, they can read to you, or take turns reading to each other.
  • Ask questions about the book that is being read.
  • Create a special reading place or ‘nook” in your home that is cozy and inviting. Make it a fun activity to do with your children by finding pillows, blankets, stuffed animals, and a variety of books so they will be excited to go to their reading area.

 

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Why Access Matters – Mental Health

Within the last decade, mental Illness has become a popular topic, especially due to the volume of mass shootings that have occurred in the last ten years. During this time, we have witnessed such mass shootings: Jared Loughner (Tucson Shooting), Seung Hui Cho (Virginia Tech Massacre), Elliot Rodger (Isla Vista Massacre), and Adam Lanza (Sandy Hook shooting).

Mental Health has many Disguises

The majority of individuals mentioned were diagnosed with a mental health disorder at some point. Prior to these tragic events, some of the individuals did receive a form of mental health treatment. However, most fell through the gaps and did not receive appropriate and consistent healthcare. This is not uncommon, especially when talking about mental health care. Beyond stigmas that currently exist within the community, affordability and availability of mental health care for marginalized groups, especially those living in poverty or below the poverty line make it easy for people to fall through the gaps of receiving adequate healthcare.

Many tragedies occur within American homes every day, each related to the inadequate care of mental health disorders. For example, domestic violence and substance abuse have been known to create traumatic experiences within the home (see Adverse Childhood Experiences (ACES)). The key takeaway, when addressing things like substance abuse or domestic violence, is to look at assault, substance abuse, or other maladaptive behaviors as symptoms or mechanisms that perpetuate a pre-existing condition. The lack of care of these conditions leads to depression, anxiety, and other mental health disorders that can have not only a negative impact on the individual but on family, friends, co-workers, and communities.

We know that treatment options exist. We know what happens when these diseases are not treated. But the important question is how are we preventing maladaptive behaviors and ensuring all people are receiving adequate care?

Adequate Care and Mental Health Care Access

Education is one of the most powerful weapons with which we can equip ourselves to help care for those who need mental health care. We’ve compiled a couple tips for those seeking care for themselves or for a loved one.

Tips for those Seeking Care:

  • Mental health is not something you need to be ashamed of or blame yourself for – seeking adequate care from a professional is the best thing you can do for yourself and your family.
  • Do not be afraid to ask questions.
  • Be honest with your healthcare provider. If a medication is giving you adverse symptoms or does not seem to be working, talk to your healthcare provider.
  • Locate support communities – online and/or off.
  • Research different techniques that can be used for support.

Tips for those Seeking Care for a Loved One:

  • Education. Education. Familiarize yourself with what your loved one’s mental health condition entails, its symptoms, and care.
  • Research different techniques that can be used for support.
  • Locate support communities – online and/or off.
  • Offer encouragement to attend doctor’s appointments
  • Meet their doctor or clinician and establish a relationship with them.
  • Learn their treatment plan.
  • Become a member of their support team.
  • Offer your support, love, and care.
  • Rid yourself of any stereotypes or stigmas you might be holding onto when it comes to mental health.

 

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  • Olweus
  • UW
  • NREPP
  • UW Rutherford
  • UW Sumner
  • UW Williamson
  • UW Nashville
  • UW Wilson


STARS does not discriminate on the basis of race, color, gender, culture, religion or creed, socioeconomic status, language, age, sexual orientation, or national origin. No one shall be excluded from the participation in, be denied the benefits of, or be subject to discrimination under any of STARS’ programs or activities. STARS is an Equal Opportunity Employer.

This agency is funded, in part, by the Tennessee Department of Mental Health and Substance Abuse Services, the Tennessee Department of Education and by the Tennessee Commission on Children and Youth. This project is funded under a grant contract with the State of Tennessee.