OSAT Deaf/Hard of Hearing (030) key terms

Shared beliefs, values, art, history, and behavioral norms of communities that use sign language and identify as Deaf rather than disabled. Includes pride in visual language and collective advocacy.

System of bias that treats hearing and spoken language as superior, disadvantaging deaf people through assumptions, policies, or practices. Can be individual or institutional and may be unintentional.

Educational philosophy that teaches deaf students through spoken language and lipreading, often restricting or banning sign language. Historically tied to the 1880 Milan Congress and assimilationist goals.

Educational approach that uses sign language and manual methods as primary tools for teaching deaf students. Contrasts with oralism and underpins many bilingual-bicultural programs today.

International meeting of educators of deaf students that endorsed oral-only instruction and marginalized sign language in schools, shaping deaf education for generations. Often cited as a turning point in language policy.

1988 student-led protest at Gallaudet University demanding a deaf president, widely seen as a civil rights milestone that raised public awareness of Deaf self-determination.

Federally chartered university in Washington, D.C., offering bilingual ASL-English education to deaf and hard of hearing students; a historic center of Deaf culture and leadership.

IDEA principle requiring education with nondisabled peers to the maximum extent appropriate, with removal only when supports cannot meet needs. For DHH students, access and communication needs drive placement decisions.

U.S. federal law guaranteeing free appropriate public education, individualized planning, procedural safeguards, and related services for eligible students with disabilities, including deaf and hard of hearing students.

Accommodation plan under Rehabilitation Act Section 504 for students who need supports to access school but do not require IDEA special education. Often used for hearing access and classroom accommodations.

Natural visual-gestural language with its own grammar, syntax, and regional variation, used by Deaf communities in the United States and parts of Canada. Not a manual code for English.

Sign systems invented to represent English grammar and word order on the hands, such as Seeing Essential English or Signing Exact English. They are not natural languages and differ from ASL.

Contact variety blending ASL signs with English word order and some grammatical markers, often used by signers from different backgrounds. It is not a full language or a standardized code.

Signing and speaking at the same time, often using English-based signs. It may sacrifice grammatical completeness in either mode and is debated for classroom accessibility.

Philosophy permitting use of any communication method-signs, speech, lipreading, writing, gestures-to fit individual student needs. Critics note it can become simultaneous communication in practice rather than a true multimodal system.

Model that treats ASL as the primary language for deaf learners, teaches English as a second language through print and other visual means, and includes Deaf cultural content.

System of handshapes and placements used alongside mouth movements to make spoken language visually clear. It represents phonemes, not words, and is not a sign language.

Using visual cues from a speaker's face, mouth, and body, plus context and residual hearing, to understand speech. Also called lipreading, though it involves more than lips.

Intervention that emphasizes listening and spoken language through amplification or cochlear implants, often discouraging visual communication. Families receive intensive coaching to build auditory skills.

Harmful outcome when a child lacks full access to a natural language during early development, affecting cognitive, social, and literacy growth. Preventable through timely visual language exposure.

Developmental window, especially early childhood, when the brain most readily acquires language. Delayed access to accessible language can have lasting effects on language outcomes.

Learning gained through overhearing or observing everyday interactions rather than direct instruction. Deaf students may miss this information without visual access or explicit teaching.

Graph showing hearing thresholds by frequency and intensity in decibels for each ear. It guides eligibility, amplification, and classroom accommodations.

Average of hearing thresholds at selected frequencies, often 500, 1000, and 2000 Hz, used to summarize degree of hearing loss in one number.

Hearing loss caused by obstruction or dysfunction in the outer or middle ear, reducing sound transmission. It can often be medically treated and may fluctuate.

Hearing loss from damage to the inner ear or auditory nerve, typically permanent and affecting clarity as well as loudness. Amplification helps but does not restore normal hearing.

Surgically implanted device that directly stimulates the auditory nerve to provide sound sensation. Outcomes vary, and children need intensive listening and language support; it does not cure deafness.

Written plan developed by a team that documents a student's present levels, annual goals, services, accommodations, and placement under IDEA. Must address communication and language needs for DHH students.

IEP section describing the student's current strengths, needs, and how disability affects progress. It anchors goals and services and should include communication and listening data.

Assessment of how well a student hears and understands speech in realistic classroom conditions, with and without amplification. It informs seating, FM system use, and accommodations.

Assistive listening device that transmits a teacher's voice directly to a student's receiver or hearing aid, improving speech-to-noise ratio. Also called a personal frequency modulation system.

Acoustic conditions affecting speech intelligibility, including background noise, reverberation, and distance from the speaker. Poor acoustics disproportionately disadvantage students with hearing loss.

Instructional planning framework offering multiple means of engagement, representation, and expression so varied learners can access content. Supports deaf students through visual and flexible options.

Live captioning service in which a trained provider types spoken content that appears on a screen. Used for lectures, meetings, and events when interpreting or captioning is needed.

Professional who provides sign language or other interpreting in school settings, adapting to students' language levels and classroom content. Roles, ethics, and team collaboration are essential.

Teacher of deaf and hard of hearing students who travels among schools to provide direct instruction, consultation, and support. Coordinates with general educators and families.

Skills and confidence to request accommodations, explain communication needs, and participate in decisions about one's education. A key transition outcome for DHH students.

Deaf adult who provides role modeling, ASL exposure, and family support in home or school settings. Helps families build cultural and linguistic connections.

Services for infants and toddlers with hearing loss and their families, often under IDEA Part C, to promote language, communication, and development. Should provide accessible language without delay.

Plan under IDEA Part C outlining early intervention outcomes, services, and family supports for children from birth to age three.