Update on DOTDeaf

We have been working hard to share our work with colleages in North America and across Europe. Earlier this week, we presented at two events with very different audiences. One audience was people working with children who use a sign language, the other group were early stage researchers. We hope our coproduction of resources and diverse project teams can influence future work in research and practice.

We are waiting for final confirmation of the course ‘go live’ date. We hope the course will be available from January 2022. It will be free to access by anyone. We are excited about the learning platform the DOTDeaf course will be linked to. More information will be posted here as it is available!

Our webpages have been updated. Take a look at Web page – https://city.ac.uk/dotdeaf

A DOTDeaf reading suggestion

The interplay between early social interaction, language and executive function development in deaf and hearing infants. Infant Behavior and Development, 64(August 2021), 101591. https://doi.org/10.1016/j.infbeh.2021.101591

Morgan, G., Curtin, M., & Botting, N. (2021).

https://www.sciencedirect.com/science/article/pii/S0163638321000667?dgcid=coauthor

This paper tells us about social interaction, language and executive function (EF). These are skills that develop early in a child’s life. Skill development is supported by people interacting with the young child. This paper tells us that early social interaction helps language and EF develop, then language and EF skills support each other (see fig. 1 p3). It outlines some challenges deaf children and their families may have.

Section 5 tells us about some clinical intervention studies. The studies give some ideas about skills to focus on (p 7) ‘skills in responsiveness, in waiting and observing their child’s play, commenting using contingent talk, and maintaining connected turns’. These ideas may help us help deaf children and families.

It’s a paper with lots of interesting technical terms. Do you use these words and phrases in your work? If you do, how do you sign them?

  • Executive functions – response shifting, inhibitory control, and attention flexibility
  • Social interaction
  • Intersubjectivity – how children develop thinking skills that help them share each other’s intentions and ideas (See section 2)

Discussing these terms with your team will help everyone have a shared understanding of the words and signs.

 

 

DOTDeaf reading suggestion

Using Gesture To Identify and Address Early Concerns About Language and Pragmatics by Susan Goldin-Meadow

This paper describes how using gesture can help children develop language. It gives information about how gestures (actions) link to words and signs. Looking at children’s gestures can help us notice how a child’s communication, thinking, and language are developing.

There are ideas about using gesture on pages S281 and S282. The suggestions are in two parts;

1. looking at the child’s gesture to help you understand their development and thinking,

2. using gestures in intervention

You can download the paper from here

Reference

Goldin-Meadow, S. (2020). Using gesture to identify and address early concerns about language and pragmatics. Pediatrics, 146(November). https://doi.org/10.1542/peds.2020-0242G

Some questions

Are reading suggestions helpful? Should we post more?

Would this summary be better with a BSL version?

DOTDeaf UK workshop – feedback

Thanks to everyone who joined us for the UK workshop. Here is some feedback from the day.

Over 100 people attended the event.

Polls and feedback form

Poll 1 – 78 people completed the poll at the start of the day.

For their workplace, 19 people told us Deaf Language Specialists and Speech and Language Therapists worked together often, 32 told us they sometimes worked together, and 29 told us DLSs and SLTs never worked together.

Poll 2 – 80 people completed the ‘training’ poll. 62/80 people had not had any training in language therapy in BSL.

Feedback form – 60 people completed feedback forms 58/60 wanted to complete the course when it is available.

How do we share ideas about language therapy in BSL? Please comment with ideas of how to build a network!

DOTDeaf conference 25th June 2021

DOTDeaf is an Erasmus+ funded project developing free learning opportunities to a specific group of deaf adults, Deaf Language Specialists (DLSs) and co-working Speech and Language Therapists (SLTs). DLSs are a small group with specialist skills who work with deaf children and adults in educational, social and health settings.

This event is an opportunity to find out about the development of the online training modules, how they were adapted to other signed languages, and the different contexts in which DLSs and SLTs work in each partner country. We will showcase the online modules developed by project partners and hear from DLS and SLT teams involved in piloting the training.
The workshop will be of interest to Speech & Language Therapists, Deaf Language Specialists and other professionals, and especially to service managers interested in developments in delivery of language therapy in signed languages. The languages of the conference will be English and International Sign. Afternoon breakout rooms will run in the languages of the project partners: BSL/English, LSE/Spanish, LGP/Portuguese.
The workshop will take place via Zoom on 25 June 2021 between 9.30-4.00 (GMT). Pre-recorded materials will be available in advance of the day and during the registration period from 9.30-10.00 on the day of the event.
The Zoom link will be sent out after registration. Places are limited so book early to avoid disappointment. To register please click on the link below:
An outline of the day is attached. We will send out the final programme including links to resources in mid-June.

The project represents the work of representatives from the following organisations:

  • Joanna Hoskin & Ros Herman, City, University of London (UK)
  • Arancha Diez Abella, Fundación CNSE (Spain)
  • Mar Pérez Martin and colleagues, Equipo Especifico de Discapacidad Auditiva (Spain)
  • Ana Mineiro, Helena Carmo & Sebastião Palha, Universidade Catolica Portuguesa (Portugal)
  • Felipe Barbosa, Universidade de Sao Paulo (Brazil)