A hearing teacher for whom American Sign Language is a second language identifies nine strategies developed for reading and telling stories to deaf children. These include: ask obvious questions related to the story, portray written dialog as conversation, emphasize points by saying the same thing with different signs, and adapt the story to…

Addresses ways in which general and deaf educators can work together in inclusive settings. Specific suggestions are offered for both the general educator and deaf educator in the areas of behavior, placement, emotional observation, deaf culture, inservice training, team meetings, peers, and families. (DB)

Nine brief articles describe components of an intensive literacy program for students who are hearing impaired: reading to children, dialog journals, shared reading and writing, creative writing, independent reading, guided reading and writing, journals and logs in science, language experience, and reading for research. (DB)

Offers suggestions for utilizing hypertext to individualize reading lessons for deaf and hard of hearing children. Necessary hardware and software requirements are listed, and a detailed example is provided. Possible uses of hypertext in mathematics instruction are noted. (DB)

Offers hearing parents of deaf infants guidelines on communicating with their child based on changes that deaf mothers make in their signing when talking to their deaf baby. Guidelines focus on restricting language, sign repetition, dramatic expression, waiting for the child's attention, tapping to gain attention, and visual leading. (DB)

This brief article answers frequently asked questions concerning computer based speech training (CBST) for deaf and hard-of-hearing students. It describes CBST in general, explains how CBST differs from previous systems, describes some specific CBST devices, reports on existing effectiveness data, provides cost data, and offers suggestions for…

Describes a kindergarten class for students with hearing impairments that uses a strategy that supports positive student behavior. Steps include working with children to establish classroom rules, reviewing the rules by asking children to role play each one, and conducting individual and class evaluations each day. (CR)

Provides suggestions to promote English literacy to students with hearing impairments in residential environments. Strategies include model reading and writing, read to children regularly and in American Sign Language, set up a writing center, encourage book sharing, set up a home library/reading center, and encourage ownership of books. (CR)

Discusses the need to provide specific adaptations in instruction and assessments to students who are deaf or hard of hearing in general education classrooms. It provides a list of adaptations used in general education classrooms and includes adaptations for the environment, input, output, social, behavioral, evaluation, and grading. (CR)

Discusses the core components of the School-to-Work Opportunities Act of 1994 and the key elements of successful school-to-work partnerships for students with deafness. Elements include supportive and committed leadership, committed staff, support from local and state governments, help from facilitators, and financial support from diverse sources.…

Discusses how storytelling can be used as an effective way of developing literacy for preschool children who are deaf or hard of hearing. A sample lesson illustrates how themes from children's books can lead to a myriad of topics touching a variety of content areas. (CR)

Describes the success of a preventative counseling curriculum for adolescents with deafness that was designed to explore the roles and responsibilities in the relationships of men and women. Discusses the logistics of developing a similar program and strategies for addressing different topics including role playing. (CR)

Describes the benefits of infant massage, particularly for babies with deafness who have hearing parents. Steps for giving baby massages are provided, including placing a hand on the baby's stomach and making eye contact, starting with the legs, looking for cues, and communicating with the baby. (CR)

Discusses ways to support children with partial hearing in the general education classroom. The difficulties children who are hard of hearing have in listening in noisy classrooms is discussed. Teachers are urged to be tolerant of misunderstandings, guard against presumption, give time for auditory processing, and monitor student placement. (CR)

Discusses the literacy progress of an 11-year-old boy with deafness who had reading difficulties. Strategies teachers can use in the classroom are described, including using a variety of books, encouraging writing or dictating storybooks, keeping a file box of word cards, checking students' spelling, and using finger spelling. (CR)