BEWARE of the “Critical Language Period” Defense

At a D/HH conference this week, speakers were discussing the “Critical Language Development Period” during which language appears to develop naturally and with little effort by the child or family. To illustrate the urgency of capitalizing on this developmental period, the presenters included a dramatic graphic of a digital alarm clock. In bold red letters, the display on the clock blared: TOO LATE.

My hackles went up immediately. Too often I have heard professionals in Deaf Ed use the “critical period” as a reason for LOWERING EXPECTATIONS and DECREASING SERVICES for students who have passed whatever age is considered to be “the End” of that precious “Period”. Consider an 8-year old child whose family chose for her to learn spoken language. The child’s teacher asks the SLP why there are no specific articulation or syntax goals in the IEP, and the SLP said, “She has passed the critical language period.”

NO!

These students have entered a “Period” in which they need MORE SERVICES and they need families and professionals to WORK HARDER, not give up. LANGUAGE practice is now more CRITICAL. PERIOD.

If a family has chosen spoken language for their child’s communication, I can offer guidance, options and research. But I cannot ignore the family’s choice. Period. My obligation is to do my best to provide that child with the best possible outcome, given the choice made by the family.

Because, maybe, regardless of what the research says, and what the theories propose, it really is true that “When you’ve seen one deaf child, you’ve seen one deaf child.”

Why You Should Consider “I Don’t Know” as a Helpful Answer

I recently rewatched Rick Lavoie’s F.A.T. City video. If you haven’t seen it, I highly recommend you watch it — on a regular basis.

Among numerous bits of teaching wisdom he imparts, Lavoie advises teachers not to accept “I don’t know” as an answer because it gives students permission not to answer.

With respect to Mr. Lavoie, I haven’t noticed that effect in my classes over the years. At some point, I learned that “I don’t know” can be helpful to the teacher.

Teacher Challenge: Processing Time

One of the challenges of students who are deaf, using spoken language, is the need for more time to process language, including a teacher’s questions. Here’s a common exchange between teacher and student.

Teacher asks a question.
Teacher waits for student to respond.
Teacher continues to wait, allowing extra time for student to process the question.
Ultra-patient teacher restates the question and waits again.

This interaction can feel a lot like a game of chicken: each person waiting for the other to end the suspense. It often ends with the student giving an incorrect answer and feeling defeated.

If, after truly ‘looking for’ an answer, students are allowed to respond with “I don’t know,” then the teacher can choose how to proceed with less and frustration and less time lost.

How do you feel about “I don’t know,” as a student response?

P.S. Here is a link to the Rick Lavoie F.A.T. City video.

Creating a November Experience

Students learn table-setting conventions and manners while practicing prepositions next to, between, above and below. You can also use to the left / right of.

Vocabulary targets include knife, fork, spoon, napkin, dinner plate, dessert, bowl, glass (drinking glass), set (Set the x next to the y), set the table, pass.

Oh – and they make a placemat that can be used for Part Two – Thanksgiving Foods!

Top left to right: dessert plate, glass, fork, dinner plate, napkin, knife and spoon. Insert appropriate prepositions!

Gather What You Need:

Paper, Pre-Cut Shapes, Bowls, Markers, Glue Sticks, Thanksgiving stickers (optional)

For placemats, I use 12 x 18 construction paper (the large size). Students choose orange, yellow, red or brown – autumn colors. Of course, the kids glue each piece of the place setting onto the construction paper (glue stick b/c it will be laminated). But there’s so much more to the lesson than that.

Each of the pre-cut shapes above (except the name) is put into its own bowl; so that’s 7 bowls. The desks are put together like a dining room table around which students are seated. The bowls and glue sticks (fewer glue sticks than needed, to require students to ask for them to be passed) are scattered around the center of the table.

The Lesson

Predict Family Plans

I start by talking about what they think will happen at their family’s Thanksgiving celebration.

Experience has taught me that it’s helpful to get some information from the families (names, relationships, etc.) before this discussion. Sadly, kids usually return from the holiday break talking about ‘boys’ and ‘girls’ whose names and relationships they don’t know. They don’t know where (whose house) they spent Thanksgiving. And they can’t name the foods that were served.

Where did you go for Thanksgiving? Who did you see? What did you eat?

I send this form home as homework on Monday the week of the lesson. It requires minimal effort because writing is limited. I often send it with a page of vocabulary pictures of the food items, depending on the family’s needs. Return rate for this paper has been as low as 0 for 4 kids. (sigh)

Discuss Manners

Next, we talk about manners. Manners are rules about being polite and are very important for special occasions. And Thanksgiving is one of the most special of all occasions! Here are my basics.

Review Manners + Vocabulary

After reading ‘be ready to pass!”, I show my pre-made sample placemat and check everyone’s familiarity with the vocabulary.

We talk about “setting the table” and whose job that is. What are some other things you can do to help get ready for the meal?

We discuss where everything goes on the placemat. This is where we practice those prepositions.

Then I explain that, like we do at Thanksgiving dinner, we will pass each bowl around the table, right to left. (Teacher turns back to students, models right arm): Everyone raise your right arm!! (looking around) Other arm… Now point to the left (demonstrate). — Or however you want to model right to left.

… and Action!

As happens at large family dinners, we always end up with ‘log jams’ as some take longer to get what they need. And there are often a couple of kids who think it’s a race to see who can pass the fastest. We deal with each event as it occurs, just as we do during a meal.

When everyone has what they need, they are ready to glue everything into place.We talk about “Ask, don’t reach,” and why it’s a good rule. Then discuss the ways to ask for something you want: “Please pass the milk – I mean glue.” “Could you pass the glue please?”

For kids with poor memory, I have written those sentences along with some vocabulary on the placemat, hoping that the family would also practice at home!

Add the Finishing Touches

Wrap it up as each child writes their name on their placemat. Add stickers if you’d like. Then review the manners and tell them that the following day you will add some food to your placemats!

This whole lesson will take about an hour, depending on how many students you have and how talkative they are, of course!

Extend this Experience

Practice food names and manners (“Please pass the peas”).

Create a representation of common Thanksgiving foods and fill your bowls. Be sure to make enough for seconds and/or leftovers if those are targets. Don’t forget butter and gravy for the mashed potatoes and corn! And be sure to include a dessert (with whipped cream). I’ve used a wide variety of simulations:

cut-out construction paper – gray turkey legs or turkey slices, white cloud-like mashed potatoes, hole-punch circle red cranberries or green peas, etc.
photos from grocery fliers or web image search – cut out and color copied
3D (can’t laminate) – cotton or tissue paper mashed potatoes, red bead cranberries, etc.

You can practice additional language like, “Would you like…?”, “No thank you,” “Do you like…?”, etc.

Remember to have fun!

Do Deaf Kids Need to Hear Their Classmates Comments?

You are guiding a discussion about the results of a science experiment investigating the effects of gravity on the growth of plant roots. In all cases, the roots of the seeds grew downward. Students are offering responses about why this might have happened.

The student in your class who is deaf hears you (through the FM) pose the question. “What are some reasons the roots might be growing downward?”

“The oo ahh -ooee or a oa ee a,” she hears one student suggest.

Another student answers, and she hears something like “a i something something something ou.”

It happens. Several times every day. I’ve experienced it.

I have observed students who are deaf participating in general education classes. They probably hear the teacher rather well. The teacher uses an FM and instinctively uses a louder-than-usual voice when addressing the class.

But students don’t use a louder voice. Many, many times, students use a softer-than-usual voice when speaking out in class. Sitting at the perimeter of the room, I couldn’t understand what students said at this volume. I highly doubt that the student who is deaf understood them either.

Students should use the FM microphone so the D/HH student has access to their answers, questions and comments.

Best Practices: Pass the FM microphone for student questions and comments.

When teachers develop the habit of sharing the FM microphone with students, the student who is D/HH has access to ALL spoken language in the classroom.

It may seem awkward at first, but it can quickly become a classroom expectation. When a soundfield FM is used, all students benefit from access to the shared microphone.

Ask your educational audiologist about the availability of a pass-around mic, which limits the noise associated with handling the mic.

Repeating student comments and questions can benefit many students.

Teachers are modeling good public speaking skills when they repeat the comments and questions of ‘the audience.’ Teach this as a leadership skill and you will be contributing to the development of our next generation of audience-conscious speakers.

Other Strategies

Discuss with the D/HH student how he can let you know he didn’t hear or understand.

Self advocacy is an important skill for all learners and community members. In school, we learn to function as part of a cooperative group, but also need to advocate for our individual needs.

Students who are deaf need to know their own needs regarding communication and language. They also need to be aware of what the general public knows about their needs (answer: very little). They need to have specific language for explaining their needs. And the criteria for having those needs met.

Post prompts on the student’s desk.

Could you repeat that, please?

I didn’t understand the question.

Consider a private signal for students who can’t be encouraged to speak up. The signal will remind you to repeat what was just said.

Just like all students have the right to access the building where education takes place; so all students have the right to access all the information being presented. The student who is deaf or hard of hearing needs to know what classmates are contributing in addition to the teacher’s communication.

High Expectations for Deaf Education

Promoting Best Practices for Students Learning Spoken Language

Class Discussions