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"A good future for deaf children": a five-year sign language intervention project
M Takala1, J Kuusela, E P Takala
1Department of Teacher Education, University of Helsinki, Finland.
American Annals of the Deaf
|October 19, 2000
Summary
Families in a sign language project reported satisfaction, learning to sign and expanding social networks. Active involvement correlated with greater learning, supporting bilingual education for deaf preschoolers.
Area of Science:
- Linguistics
- Developmental Psychology
- Family Studies
Background:
- Early language acquisition is crucial for deaf children's development.
- Family involvement significantly impacts intervention outcomes for children with hearing impairments.
- Bilingual education models offer potential benefits for deaf learners.
Purpose of the Study:
- To evaluate a 5-year sign language intervention for deaf preschoolers and their hearing families.
- To assess the impact of the intervention on children's sign language acquisition and family dynamics.
- To explore parental perceptions of the intervention's benefits and challenges.
Main Methods:
- A longitudinal intervention project involving deaf preschoolers and their hearing family members.
- Weekly individual sign language instruction for children with deaf teachers.
- Monthly group sign language study for families and biannual family signing events.
Main Results:
- Families reported high satisfaction with the project and learned sign language effectively.
- Children's sign language acquisition and family communication improved.
- Social networks of participating families expanded, and parents favored bilingual education.
Conclusions:
- The sign language intervention positively impacted deaf preschoolers and their hearing families.
- Active family engagement is key to successful sign language acquisition and intervention outcomes.
- The project demonstrated the value of sign language within the family unit and supported bilingual educational approaches.