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date: 24 January 2021

Abstract and Keywords

Knowledge and practices related to development of language and language-related skills of deaf and hard-of-hearing (DHH) individuals have advanced significantly over the past 40 to 50 years. Advances have been supported by increased collaboration across disciplines, easier and more rapid communications, more sophisticated understanding of the nature of language(s), more sensitive and varied intervention and education approaches, and methods for early identification of hearing status and subsequent earlier experiences with language. Developmental expectations for DHH children born in the 21st century are significantly brighter than for those born only a few decades earlier. However, questions and challenges remain. In most cases, though, the questions themselves have become more complex, more specific, and increasingly likely to lead to further advances.

Keywords: language development, deaf, hard of hearing, simultaneous communication, sign bilingual, neonatal hearing assessment, cochlear implants

Patricia Elizabeth Spencer

Patricia Elizabeth Spencer, Ph.D., retired as Professor of Social Work at Gallaudet University. As a Research Scientist at Gallaudet’s Center for Studies in Education and Human Development, she had conducted research on early cognitive and communication/language development of deaf and hard-of-hearing children. Her ongoing interest in communication and language development grew from her “hands on” experiences as a teacher, assessment specialist, and educational advocate for deaf and hard-of-hearing students as well as those with multiple learning challenges.

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