Being deaf or hard of hearing IS NOT a learning disability. However, it is (often) an access issue. One of the main issues is Language development.
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Language in a Nutshell
Language in a Nutshell
One of, if not, the most important parts of development is language. It doesn't matter which language (e.g. English, Spanish, Chinese, French, Swahili, Burmese, Georgian or American Sign Language, Chinese Sign Language, British Sign Language) is spoken. It just matters that a child has complete natural access to A LANGUAGE. Too often for a deaf or hard of hearing student, it is difficult for natural access to occur. You need to know that a lack or delay to language impacts development in every way (including social-emotional, behavior, literacy, and independence).
Curious to know if language skills are on par, You always have the right to request an evaluation, but to just compare what you know, take a look at the developmental milestones below.
"The limits of my language mean the limits of my world."
Ludwig Wittgenstein
ideal-language-milestones-english-american-sign-language.pdf"One language sets you in a corridor for life. Two languages open every door along the way."
Frank Smith
My highest priority as a teacher of the deaf and hard of hearing is to help your child avoid language deprivation. Language deprivation or even a delay can greatly impact every area of life now and for the rest of their life, but it doesn't need to happen. It is completely avoidable with accessible language.
Language deprivation isn't always a result of criminal neglect. It's a culmination of the missed incidental learning (via access to language). It's missing out on conversation at dinner. It's missing the side conversation your friends could hear. It's not ensuring a child can over-hear adult conversations that other children can hear. If another child can access that information, your child needs to access it too. If 20% of the information others (that can hear) access. That 20% over time compounds. Yet most Deaf/hard of hearing kids are missing at least 50%.
Language needs to be accessible, even when technology fails. It's more than the ability to speak (with our mouths) in English, it's more importantly about understanding the language around us receptively (when someone is addressing you, do you understand them?). It needs to be naturally and easily acquired by the Deaf child, as young as possible. Don't delay.
The amazing thing is that language is language. It doesn't matter if it's a language learned visually or a language learned auditorily as long as it's accessible.
There are so many visual options out there for parents including ASL and Cued English.
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