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Chapter 5: How Deaf Children Think, Learn, and Read - Coggle Diagram
Chapter 5: How Deaf Children Think, Learn, and Read
Intelligence: IQ Tests
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Many Deaf people were misdiagnosed because the tests were in English and the test giver did not understand ASL
Visual-Spatial Skills
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Deaf people's increased ability with peripheral vision is an asset but can be distracting in a classroom
Signing deaf children develop cognitive and social skills faster because they depend on their vision to read faces and body language
Deaf students often divide visual attention in the classroom among the information o the board, the signing/speaking/gesturing teacher, writing down notes, looking at the interpreter, reading and so on
Anyone can be visual, tactile and/or spatial learners
Metacognition
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Theory of Mind (ToM): ability to understand other people's feeling, intentions, and emotions and empathize with them
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Deaf children who do not have access to conversations at home, and with hearing parents who do not sign, tend to have delayed ToM skills
Language Pathways
Babies learn language through the ears, eyes, and/or through touch
Babies gesture and babble up until one year of age, then use spoken words and signs in increasing complexity
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Language Milestones
Child-directed speech: parents and caregivers talk to their babies using repetition, exaggerated pronunciation, emphasis and other strategies
Deaf parents and caregiver use the same techniques with sign language, called child-directed signs. They sign slower, bigger, and exaggerated
They are also animated when the sign, and they make sure the sign close to the objects or body so the babies can see the relationship between the signs and the objects, which is called conversational triangle
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ASL/English Strategies
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Chaining. sandwiching, or bridging teachers go back and forth between ASL and English