[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-580601-105":59,"doc-detail-580601-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","odyssey-visual-strategies-for-engaging-deaf-and-hard-of-hearing-children","ODYSSEY - Visual Strategies for Engaging Deaf and Hard of Hearing Children","","ODYSSEY presents research-based guidance on enabling deaf and hard of hearing children to access language through visual engagement. It explains that without looking, children cannot receive visual sign language, regardless of how carefully signers communicate. The article highlights strategies used by deaf adults to elicit and sustain attention, and discusses evidence that visually sensitive bilingual experiences can support comparable English outcomes for children with cochlear implants. It also addresses why hearing parents need explicit support to apply these visual methods effectively.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/odyssey-visual-strategies-for-engaging-deaf-and-hard-of-hearing-children/580601/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/odyssey-visual-strategies-for-engaging-deaf-and-hard-of-hearing-children/580601.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why must deaf or hard of hearing children be visually engaged to access language?","Question",{"text":112,"@type":113},"Children do not see signs and cannot receive visual language without visual engagement. Even careful signing cannot fully reach a child who is not looking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the first step for engaging deaf and hard of hearing children in language-rich environments?",{"text":117,"@type":113},"Getting the child’s attention is the first step, achieved by deaf adults’ visual strategies that elicit and maintain attention.",{"name":119,"@type":110,"acceptedAnswer":120},"How can cochlear implant outcomes relate to bilingual experiences with deaf caregivers?",{"text":121,"@type":113},"Studies cited in the article report that deaf children with cochlear implants and deaf caregivers show English scores comparable to hearing peers, and that bilingual bicultural experiences can be associated with stronger communication and vocabulary.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580601,1792362987,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Elaine Gale, PhD, isan associate professor and program leader of the Deaf and Hard of Hearing teacher preparation programs at Hunter College of the City University of New York (CUNY) . Her research includes joint attention and Deaf adult involvement in early intervention.  \nPatrice Creamer, MSW, is an ASL specialist. She has served as project director and administrator on several Deaf research projects atthe National Development and Research Institutes in New York City for more than 10 years.  \nRight: In order for a deaf or hard of hearing child to have full access to language, that child must be visually engaged.  \nODYSSEY  \nVisual Strategies  \nfor Engaging Deaf and Hard of Hearing Children  \nBy Elaine Gale, Patrice Creamer, Deborah Chen Pichler,  \nand Diane Lillo-Martin  \nAll of the authors are part of Family ASL, a project focusing on bimodal bilingual language acquisition by deaf children and their hearing parents. Family ASL is supported by the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health under Award Number R01DC016901 . The content of this article is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.  \nSuppose a tree falls but nobody is around. Does it make a sound? Similarly, if someone signs and no one is looking, is that communication? Without looking, children do not see signs and do not receive visual language. It does not matter how careful the signing is. If the child is not visually engaged, then that child does not have full access to language.  \nThe first step in engaging deaf and hard of hearing children in language-rich environments is getting their attention. Deaf adults—parents and teachers—are sensitive to children’s visual needs (Graham, 2015; Harris, 2001; Mather, 1989; Singleton & Crume, 2022; Willie et al., 2018). They intuitively understand what it means to elicit and maintain a child’s attention visually, and they use specific strategies (e.g., taping, waving, moving into the child’s  \nScreenshots courtesy of the Family ASL Project  \nPhotos by Elaine Gale  \n2024  \nfield of vision) to ensure the child receives their message.  \nStudies show that deaf children with cochlearimplants who have Deaf caregivers have English scores comparable to those of their hearing peers (Davidson et al., 2014). Also, when compared with deaf children who did not have bilingual bicultural language experiences, they had higher communication, language, vocabulary, and knowledge of English syntax (Watkins et al., 1998), potentially a result of this early experience with signing and visually sensitive caregivers. However, people who hear, including hearing parents with deaf children, do not have the same sensitivity to visual attention. In fact, hearing parents need assistance to understand the need for the visual strategies, to develop them, and to effectively use them  \n(Jamieson, 1994; Waxman & Spencer, 1997; Willie et al., 2020) .  \nIt may seem surprising that hearing people need support in doing what Deaf people do naturally, but perhaps it should not be. Hearing teachers intuitively raise their voices as they enter their classes to get students’ attention; Deaf teachers intuitively wait for the students to look at them. Deaf sign language teachers report that when hearing students wore earplugs for an extended period, the students continued to rely primarily on their auditory sense, even when they knew it had been inhibited. On debriefing, the hearing students recounted narrowly escaping accidents that they would have easily avoided if they had relied on their visual sense. One earplugged student was nearly hit by a car. The student’s behavior—still  \n2024  \nODYSSEY  \n55   \nDeborah Chen Pichler, PhD, has been a faculty member in the Department of Linguistics at Gallaudet University since 2002. Her research and teaching interests revolve around the language acquisition of children and a","cbCaiqiRRpbb0lPd","https://ap.wps.com/l/cbCaiqiRRpbb0lPd","pdf",736260,"English","# Visual Strategies\n## Getting Attention Through Visual Engagement\n## Evidence from Early Intervention and Language Outcomes\n## Supporting Hearing Parents and Teachers","[{\"question\":\"Why must deaf or hard of hearing children be visually engaged to access language?\",\"answer\":\"Children do not see signs and cannot receive visual language without visual engagement. Even careful signing cannot fully reach a child who is not looking.\"},{\"question\":\"What is the first step for engaging deaf and hard of hearing children in language-rich environments?\",\"answer\":\"Getting the child’s attention is the first step, achieved by deaf adults’ visual strategies that elicit and maintain attention.\"},{\"question\":\"How can cochlear implant outcomes relate to bilingual experiences with deaf caregivers?\",\"answer\":\"Studies cited in the article report that deaf children with cochlear implants and deaf caregivers show English scores comparable to hearing peers, and that bilingual bicultural experiences can be associated with stronger communication and vocabulary.\"}]","ODYSSEY - Visual Strategies for Engaging Deaf and Hard of Hearing Children | PDF",1792037929,18]