Deaf Mentoring

JCIH has recognized the importance of fluent native language models, not just to improve ASL but because it leads to better English language learning

2013 Supplement to the Joint Committee on Infant Hearing 2007 Position Statement

JCIH - Goal 3a: Intervention Services to Teach ASL Will Be Provided by Professionals Who Have Native or Fluent Skills and Are Trained to Teach Parents/Families and Young Children

Goal 10: Individuals Who Are D/HH Will Be Active Participants in the Development and Implementation of EHDI Systems at the National, State/Territory, and Local Levels; Their Participation Will Be an Expected and Integral Component of the EHDI Systems

Goal 11: All Children Who Are D/HH and Their Families Have Access to Support, Mentorship, and Guidance From Individuals Who Are D/HH

15 Chapter15DeafProfessionals2017.pdf
The-Crystal-Ball-Effect-DesGeorges.pdf
Partnering-with-Deaf-Adults-NHS-2006.pdf
Deaf-Hard-of-Hearing-Involvement-Research-Resources.pdf
Hearing-Parents-in-a-Deaf-World-English.pdf
rolemodels (1).pdf
CALIFORNIA’S DEAF AGENCIES

Deaf Mentoring

BENEFITS

Increased confidence of family members and the child

Ease Grief / Anxiety

Language Acquisition

Celebrate /embrace Deaf/DB/HH child (identity)

Bi-lingual ASL and English

Use of Eye Gaze

Cultural and Language Nuances¨Gateway to Deaf community

CHALLENGES

Recognizing the importance of Deaf Mentoring

Funding

Time/Scheduling

Different systems

Staffing short and long commitments

Families’ commitment

Website created by the Curriculum, Outreach, Resources and Education Team (CORE)

Special thanks to Michele Tompkins

For more information, email earlystart@csdeagles.net