Deaf children are seen in increasing numbers in public schools and SLPs’ private practices, though there are few graduate-level programs that prepare SLPs to work with this culturally and linguistically unique population. This course is intended for SLPs with little to no knowledge of bilingual (American Sign Language [ASL] and spoken language) assessment of children who are Deaf/hard of hearing and answers questions like: What language(s) should I assess? What if I am not fluent in ASL? Aren't most tests designed for children who are hearing and monolingual? Can I modify the assessments I currently use for typical-hearing children for use with DHH children? This session provides a beginning foundation so that you can approach the assessment of a bilingual DHH child with an increased sense of awareness and tools at your disposal.
You will be able to:
- Define “bilingualism” and “bimodalism” as pertaining to Deaf/hard of hearing children
- Design a test protocol based on a Deaf child’s unique linguistic profile
- Explain how to use the assessment tools you have (for non-Deaf children) to get useful data
- Name a few formal assessment tools normed on Deaf/hard of hearing children
- Assess your skills and biases, and discuss the vital role of qualified Deaf involvement
This course is part of the Services and Supports for Children Who Are Deaf or Hard of Hearing learning path. See more courses in this series, available through the ASHA Learning Pass or for a la carte purchase.
What is a learning path? A learning path is a curated set of courses on an essential topic, designed for you to take in order—or in whatever order you wish—as you have time in your schedule. Our learning paths identify sets of key courses so you can get on your way to mastering particular areas of practice according to your needs, priorities, and interests.
DEI Professional Development Requirement
This course counts toward the ASHA certification maintenance professional development requirement for DEI (which encompasses cultural competency; cultural humility; culturally responsive practice; and diversity, equity, and inclusion). See more courses that count toward this requirement or read more about professional development requirements for certification maintenance.
Claire Lombardo-Miller, MS,
CCC-SLP, NIC, is a speech-language
pathologist and ASL-English Interpreter born and raised in Massachusetts. She
earned a BA in early childhood education at Smith College and an MS in
speech-language pathology from Boston University. Since 2004, she has worked at
The Learning Center for the Deaf as an SLP, early intervention provider,
educator, and mentor. Claire has given presentations at state and national
conferences in the field of Deaf-focused early intervention services, the
importance of Deaf-hearing teams in early intervention settings, and the unique
challenges facing hard of hearing children in public schools. The Deaf
community has been a beacon of her learning and personal and professional
growth. Allyship and continued cultural understanding is at the center of her
- Financial compensation from ASHA for this presentation
- Employee of The Learning Center for the Deaf
Self-assessment—Think about what you learned and report on the
Completion Form how you will use your new knowledge.
continuing education credit, you must complete the learning assessment by October
History and CE Information
origination date: August 15, 2022
End date: October 31, 2027
This course is offered for 0.2 ASHA CEUs (Introductory level, Professional area).