ODYSSEY - Fostering Language-Rich Environments to Enhance Educational Outcomes for Deaf and Hard of Hearing Students: A Personal Perspective

Oct 15, 2026

Upload by Miles

Article by Scott Walsh on creating language-rich, accessible educational environments for deaf and hard of hearing students. It defines how “deaf or hard of hearing” covers diverse communication profiles and emphasizes that each student is unique in needs and access. Walsh explains barriers to language use and outlines strategies to support continuous access, increase literacy, and promote direct communication across settings. The piece contrasts BICS and CALP and argues that early access shapes long-term language foundations.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

ODYSSEY

Language-rich environments and educational outcomes

Defining access and communication needs

BICS vs. CALP and language development

Strategies for continuous immersion and literacy

Scott Walsh, MEd, is a deaf education and training specialist for the Resource Materials and Technology Center for the Deaf/Hard of Hearing, a project of the Florida Department of Education, Bureau of Exceptional Education and Student Services funded through the Individuals with Disabilities Education Act. The center provides statewide coordination for the delivery of specialized technology and instructional materials to deaf and hard of hearing students as well as training and technical assistance to educators and their families. Walsh, who has a severe bilateral hearing loss and attended mainstream educational programs, is a passionate advocate for deaf and hard of hearing students and works with stakeholders to create inclusive academic environments in which they can thrive. He welcomes questions and comments about this article at scott. walsh@ [rmtcdhh.org](rmtcdhh.org). ODYSSEY Fostering Language-Rich Environments to Enhance Educational Outcomes for Deaf and Hard of Hearing Students: A Personal Perspective By Scott Walsh The use of “deaf or hard of hearing” throughout this article refers to all individuals with any hearing variability, including those who are d/Deafblind, d/Deaf with disabilities, or Deaf plus, regardless of communication modality. Also, once you have worked with one deaf or hard of hearing student, you have done exactly that—you’ve worked with one. Each of these students is unique, as are their needs and the way they access their academic and linguistic environments. Senses, specifically sight and hearing, are the mechanisms through which we access and navigate our everyday lives, and use of language is the cornerstone of how we connect. For students who are deaf or hard of hearing, barriers to access and inability to effectively use language within an environment can have significant impacts. How do we break that barrier? How do we ensure deaf and hard of hearing children participate in language-rich environments and, through these linguistic passageways, the cultures that surround them? How do we ensure deaf and hard of hearing children have full and continuous access? How do we increase literacy? How do we create opportunities for direct communication with peers and adults across all learning environments? The answer: It depends. Just as no two fingerprints are alike, no two students are alike. Each deaf or hard of hearing student has their unique way of interacting with their peers, parents, teachers, and the world. From how they express themselves to how they receive the expression of others, from how they experience and advocate for their rights to how they interact with each Photos on pgs. 9 and 11 (center) and illustration courtesy of Scott Walsh Additional photos by Matthew Vita, Laurent Clerc National Deaf Education Center 2024 Left: When you have someone in your corner who pushes you, challenges you, and inspires you to grow—someone who sees beyond any obstacles and recognizes the incredible potential within you—nothing can stand in your way. Carmelina Hollingsworth, my project director for RMTC-DHH, has been that person for me. other and their hearing friends, each student approaches each situation differently. A plethora offactors make a difference, of course, as hearing levels, communication modalities, and communication vary among students. Further these differences occur not just among students but even with the same student as that student goes about their day. Accessibility fluctuates constantly—environments change, communication partners change, and topics change. While it may be easy to navigate one environment or topic, a change in the setting, conversation, or communication partner can drastically impact a student’s ability to receive, understand, and appropriately respond. As educators, we often separate language learning into two domains: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Learning Proficiency (CALP) . BICS refers t

FAQs

Who is Scott Walsh and what is the role of the RMTC-DHH project?

Scott Walsh is a deaf education and training specialist. RMTC-DHH provides statewide coordination for specialized technology and instructional materials and offers training and technical assistance to educators and families.

What does “deaf or hard of hearing” mean in the article?

It refers to all individuals with any hearing variability, including d/Deafblind, d/Deaf with disabilities, or Deaf plus, regardless of communication modality.

How does the article explain BICS and CALP?

BICS is everyday language used socially, while CALP is more complex language used in academic settings. The article relates these domains to language learning progression and access.

Oct 15, 2026

Upload by Miles