El documento proporciona información sobre el desarrollo del lenguaje de señas americano (ASL) en niños sordos desde el nacimiento hasta los seis años. Describe las etapas receptivas y expresivas del ASL, la importancia de las interacciones entre padres e hijos, cómo crear un entorno visualmente accesible, y herramientas y recursos para aprender ASL. El objetivo es ayudar a los padres a comprender el desarrollo del lenguaje en niños sordos y apoyarlo mediante el uso del ASL.

2. Communicating with your child in sign: American Sign Language Development from Birth to Six

3. Table of Contents Page Introduction 1 Expressive/Receptive ASL Milestones: 2 Ages Birth to Six Parent Infant Interactions: 16 Motherese/Fatherese Creating a Visual Environment 18 Learning American Sign Language: Tools and resources 19 Bibliography 23

4. Introduction Language development is influenced by many factors. Among them are access to language, and parent-child interactions. You are instrumental in your child’s language development. Many deaf children are visually oriented, and may learn language more effectively through visual means. American Sign Language is one mode through which deaf children learn language. Exposure to consistent, proficient language users facilitates language development in deaf children. We will look at the developmental milestones of deaf children who have consistent, proficient models for language, the importance of parent-child interactions in the development of language, strategies to make the environment more visually accessible to your child, and available resources for beginning your American Sign Language journey. www.learnsignlanguage.com

18. Motherese/Fatherese Parent-Child Interactions As you can see, Baby talk is similar among Deaf and Hearing parents. Exaggeration of words/signs and facial expressions, slower, simpler forms of language are used by both Deaf and Hearing parents to facilitate language development. A Visual Environment Both Deaf and Hearing parents naturally interact and communicate effectively with their deaf children. Parenting behaviors such as playing with your child and displaying affection are universal, and extremely important to your child’s development. The main difference between parent-child interactions is the knowledge that Deaf parents have about the visual needs of their child. It is natural for them because of their own visual needs. You may or may not be accustomed the visual needs of your child. Let’s look at some strategies to make your environment more visually accessible to your child. www.cdaccess.com/ html/pc/asl.htm

23. Tools and Resources Learning American Sign Language American Sign Language Alphabet www.ling.upenn.edu/.../Spring_2002/ ling001/asl_alphabet.jpg

24. Bibliography Anderson, D., & Reilly, J. (2002). The MacArthur communicative development inventory: Normative data for American Sign Language. Journal of Deaf Studies and Deaf Education, 7(2), 83-106. Bonvillian, J.D., & Folven, R.J. (1993). Sign language acquisition: Developmental aspects. In Marschark, M., & Clark, D. M. Psychological Perspectives on Deafness (pp. 229-265). New York: Oxford University Press. Carew, M.E. (ed.) (2001). Schools and programs in the United States. American Annals of the Deaf, 146, 75-134. French, M.M. (1999). The toolkit: Appendices for starting with assessment. Washington, DC: Pre-College National Mission Programs. Hatfield, N. (n.d). Promoting early communication II: The role of the family. Hearing Speech and Deafness Center, Seattle, WA. Jamieson, J. R. (1995). Interactions between mothers and children who are deaf. Journal of Early Intervention, 19 (2), 108-117. Marchark, M. (1993). Psychological development of deaf children. New York: Oxford University Press. Ogden, P.W. (1996). The silent garden: Raising your deaf child, new fully revised edition. Washington, DC: Gallaudet University Press. Pettito, L. A., & Marentette, P.F. (1991). Babbling in the manual mode: Evidence for the ontogeny of language. Science, 251, 1493-1496. Spencer, P.E. (2001). A good start: Suggestions for visual conversations with deaf and hard of hearing babies and toddlers. Laurent Clerc National Deaf Education Center. Retrieved October 20, 2002 from: http://clerccenter2.gallaudet.edu/KidsWorldDeafNet/e-docs/visual-conversations/index.html Spencer, P.E., Bodner-Johnson, B. A., & Gutfreund, M. K. (1992). Interacting with infants with a hearing loss: What can we learn from mothers who are deaf? Journal of Early Intervention, 16 (1), 64-78.

25. Uso el lenguaje manual en la comunicacion con su niño sordo: Desarrollo del “American Sign Language” desde el nacimiento a los seis meses de edad Translation By Ileana Rios-Mercado

26. Contenido Paginas Introducción 1 Desarrollo de las areas Receptivas /Expresivas del ASL: 2 Nacimiento a los seis meses de edad Interacciones entre Padres y Niño: 16 Maternalismo/Paternalismo Creación de un ambiente visualmente accesible 18 Aprendiendo ASL: Herramientas y recursos 19 Bibliografía 23

27. Introducción El desarrollo del lenguaje es influenciado por muchos factores. Entre ellos está la accesibilidad que el niño tenga al lenguaje, y las interacciones que este tenga con sus padres. Usted forma parte importante en el desarrollo del lenguaje de su nino. Los niños sordos estan mas orientados al area visual, por lo cual desarrollan lenguaje mas efectivamente a traves de medios visuales. El “American Sign Language” es una herramienta a través de la cual los ninos sordos aprenden lenguaje. La exposición a peritos y usuarios constantes del lenguaje, facilita el desarrollo de este en niños sordos. A continuacion discutiremos las etapas del desarrollo del “American Sign Language” en niños sordos que poseen modelos constantes y excelentes para su desarrollo. Ademas, hablaremos de la importancia de la interaccion entre padres y niño en el desarrollo del lenguaje, estrategias para hacer un ambiente más visualmente accesible a su niño, y los recursos disponibles para comenzar su travesía en el “American Sign Language” www.learnsignlanguage.com/

41. Maternalismo/Paternalismo Interacciones entre Padres y Niño Como usted puede ver, el “baby talk” o chiquiteo es similar entre padres sordos y oyentes. La exageracion de palabras/senas y expresiones faciales suaves son formas simples del lenguaje utilizadas por los padres para facilitar el desarrollo del lenguaje. Un Ambiente Visual Los padres sordos y oyentes interactuan y se comunican efectivamente con sus niños sordos. Comportamientos como jugar con su niño y exhibir el afecto, son universales en los padres y extremadamente importantes para el desarrollo de sus niños. La diferencia principal entre las interacciones de padres oyentes y sordos es el conocimiento que los padres sordos tienen sobre las necesidades visuales de su niño. Esto es natural para ellos debido a sus propias necesidades visuales. Usted puede o no estar acostumbrarse a las necesidades visuales de su niño. Observemos algunas estrategias para hacer su ambiente visualmente accesible para su niño. www.cdaccess.com/ html/pc/asl.htm

46. Herramientas y Recursos Aprendiendo “American Sign Language” Alfabeto Manual del “American Sign Language” www.ling.upenn.edu/.../Spring_2002/ ling001/asl_alphabet.jpg

47. Bibliografía Anderson, D., & Reilly, J. (2002). The MacArthur communicative development inventory: Normative data for American Sign Language. Journal of Deaf Studies and Deaf Education, 7(2), 83-106. Bonvillian, J.D., & Folven, R.J. (1993). Sign language acquisition: Developmental aspects. In Marschark, M., & Clark, D. M. Psychological Perspectives on Deafness (pp. 229-265). New York: Oxford University Press. Carew, M.E. (ed.) (2001). Schools and programs in the United States. American Annals of the Deaf, 146, 75-134. French, M.M. (1999). The toolkit: Appendices for starting with assessment. Washington, DC: Pre-College National Mission Programs. Hatfield, N. (n.d). Promoting early communication II: The role of the family. Hearing Speech and Deafness Center, Seattle, WA. Jamieson, J. R. (1995). Interactions between mothers and children who are deaf. Journal of Early Intervention, 19 (2), 108-117. Marchark, M. (1993). Psychological development of deaf children. New York: Oxford University Press. Ogden, P.W. (1996). The silent garden: Raising your deaf child, new fully revised edition. Washington, DC: Gallaudet University Press. Pettito, L. A., & Marentette, P.F. (1991). Babbling in the manual mode: Evidence for the ontogeny of language. Science, 251, 1493-1496. Spencer, P.E. (2001). A good start: Suggestions for visual conversations with deaf and hard of hearing babies and toddlers. Laurent Clerc National Deaf Education Center. Retrieved October 20, 2002 from: http://clerccenter2.gallaudet.edu/KidsWorldDeafNet/e-docs/visual-conversations/index.html Spencer, P.E., Bodner-Johnson, B. A., & Gutfreund, M. K. (1992). Interacting with infants with a hearing loss: What can we learn from mothers who are deaf? Journal of Early Intervention, 16 (1), 64-78.