Advice from Gallaudet University

The American Gallaudet University, in Washington DC, is a world leader in education and career development for deaf and hard of hearing students. The University’s Laurent Clerc National Deaf Center serves two schools for deaf and hard of hearing children.

Their advice on how stories should be told to deaf children:

Translate stories using sign language

When it comes to reading stories, one of the most prolific dilemmas is whether to sign stories using sign language or in a manual code developed to represent English – often parents and teachers worry that if they don’t sign every word in English word order, the deaf children will not pick up on the English in the text. Studies have shown that stories translated into a formal sign language like BSL or American Sign Language make stories more interesting and engaging.

Don’t be constrained by the text

Deaf readers make what is implied explicit.

Deaf readers elaborate extensively on the text, with the other information coming from the illustrations, the underlying theme of the book, what has happened in the story so far and the needs of the deaf children who are enjoying the story. When reading to deaf children, parents and teachers need not be obsessively concerned about knowing each and every word within the text but should place higher priority on conveying the story.

Keep both languages visible

Although deaf people use sign language, they also place importance on written English. Keep the English print visible when you’re translating it into sign language.

Provide a positive and reinforcing environment

In many classrooms the teacher controls both the interactions and the interpretation of the text. Research with deaf parents shows that they provide a more interactive environment that encourages a more creative interpretation – they don’t seek ‘correct answers’ but encourage children’s observations and input.