How should a deaf person approach a hearing person who knows no sign language?
153800
Go tap on there sholder, when they look give a big healthy smile with a notebook that says Hi my name is... im deaf not to many people know sign lauguage and i want to get to know more people, would you mind if we talked by writeing down our conversation? If someone walked up to me and showed me that, i would definitally sit down with them :)
1131957
listen to this, its common knowledge unless your deaf. But kidding aside, you have a point. =) let me know if thre's one.\n\nI guess teaching a person how to listen is offensive to most  people, because as i said its common knowledge. they might believe they no longer need for you to dictate to them what they need to hear. And its just more complicated to teach people how to listen compared to speaking. because all they want to do is to butt in.
549684
http://www.lessontutor.com/ees_asl_relgious.html\n\nhttp://www.deafmissions.com/?PageID=18&Letter=A
1175045
Having a good strategist mind only  really helps when you get to a certain rank, and you have to work your way up to that from positions that being deaf would be a severe detriment. There is no way a deaf person would be able to survive a combat zone. \n\nSign language and lip reading are only good for direct line of sight communication at close distances. Text messaging is good for long distance communication, but not when speed is critical.\n\nNot to mention that vision is unidirectional - if something happens outside of your line of sight you have no way of knowing about it. Hearing is critical in a combat situation due largely to the fact that it is omnidirectional. You could be keeping watch while listening to updated orders, you could hear gunfire coming in from your rear, you won't be completely surprised by that tank coming around the corner of the building in front of you, your teammate could shout you a warning about an enemy that you can't see because he's behind cover, it would be very easy to sneak up on a deaf sentry, the list goes on.\n\nIf you're just talking about including deaf soldies in regular rear-echelon units, imaging the difficulty in getting every soldier in the military proficient in the use of sign language.
932888
This site has a dictionary, as well as games that you and your daughter can play. http://aslpro.com/\n\nDont' just rely on the website, though.  It can't teach you the grammatical structures, facial expressions, or social norms.  That you have to get from interaction with someone who is a participant in the Deaf community (maybe Deaf, maybe an interpreter)
9333
I believe the court should be required to provide one for you, if you don't know one already.\n\n(under ADA = Americans with Disabilities Act)\n\nMost states have agencies that specialize in serving the deaf/hard-of-hearing community - try looking in your local phone book for state agencies, or contact your state's dept. of human services (or equivalent).\nThey would be able to put you in contact with an interpreter & inform you of your rights under ADA & state laws.
100612
say hi... give a sincere compliment... then ignore them...until the next time you see them... they may approach you .. :) \n\nSmile..always smile...
571511
Get a sign language phrasebook at your book store (mine was about $10) & think in terms of being descriptive with your hands.  Most of the words & terms are loosely based on visual descriptions.  For instance, worry is described by circling both hands in opposite circles above each ear.  Easy to remember, if you think about how ruminating & fretting is when you're thinking & "hearing" in your head all the confusing thoughts going in opposite circles.  \n\nVisualize each phrase & word personally so you can memorize it better.  Experienced sign language users go very fast & it's hard to keep up.  Fortunately, people are usually very pleased at someone attempting to communicate with them so they'll slow down for you.  It's really a fascinating language to learn.
428840
http://www.aslpro.com/\nis an excellent site. \n\nBut keep looking for opportunities to mingle with deaf people. A lot of areas have deaf social groups where people can meet and practice. Also, some churches have signed services, that's good receptive practice.
761074
I'm not sure where you are, but if you are in the US, this applies to you! :o) I am writing some fairly lengthy stuff here, so you may want to save/print this stuff and refer back, don't let it overwhelm you! If I am bringing up things you already know -- I apologize, but perhap it will be of help to another parent out there. And if you want to talk -- email me! I am an ASL Interpreter with Deaf friends.\n\nFirst, your child would qualify for special education classes. As part of that he has the right to an IEP (Idividualized Education Plan). The IEP is a legal document that is developed by a "team" -- his parents, teachers, adminstrators and any advocates. It is your right as a parent to contribute and participate in the meetings and design of the IEP. The IEP will determine what services he recieves, how often, etc. If you want him to learn sign (which I think it wonderful by the way!!), you can request that he be in classes that use sign -- that may be part of the time or the full school day. Many school systems have classes for deaf and hard of hearing children. Some will promote an oral approach, some will promote sign, some will promote cued speech, some will say total communication (which USED to mean whatever works, but has come to mean sign and speak at the same time - which does not work!!!! There is research on that.) Since he has already developed spoken language, keeping what he has will probably be a focus in his education through speech training and/or auditory training. \n\nThe IEP also has to consider the Least Restrictive Environment (LRE) for your child. Most hearing persons, school adminstrations and government folk assume that means placement with hearing peers and not segreated (their word, not mine!) with only deaf or hard of hearing peers. I see it another way -- if a child that communicates differently because he can't hear his peers -- then he is in the MOST restrictive environment due to his in ability to freely access communication and keeping him from developing language. I firmly believe in a child's right to access language and communication first hand. That means being in a class with other deaf/hard of hearing peers that use the same communication methods/language he does. That usually means a class in the school district, but many not be the local school their sibilng will go to (due to the low incidence in deafness), or it could mean going to a school for the deaf. Almost every state has one and some states have more than one. If you do not live near one, then he could go to stay at the school and come home on weekends and holidays. If this is an option you choose. You are the parent! You get to choose! Never let the school system try to bully you into a decision that is convenient for them if it is not in the best interests of your child. \n\nSome schools will recommend placing him in a mainstream setting with an interpreter. This is not effective, as he will need to develop sign language (receptively and expressively) *before* he can understand an interpreter. To learn it he needs immersion first. \n\nAs far as advocating and learning about options, I suggest that you contact your state's deaf school, the Council on Education of the Deaf, the American Society for Deaf Children (First year's membership is free for newly identified children!!), and your area's parent resource center. (I am including some contact information below.) Your locality or state may even have classes for parents in signing! You will have to work hard to keep up with him as his sign grows. :o) If there are no specific classes especially for parents, I would suggest classes at a local community college (or college or university). Many of them have some top notch teachers. If you become involved in the Deaf community, you may want to ask around to find who the good teachers are. \n\nIf you can get him in a pre-school class for signing deaf/hard of hearing kids, he will begin picking
1136134
Does he have a hearing loss ? I have been cussed out for talking loud by co-workers. And when they asked if I was deaf, I'd tell them no, but I do have a hearing problem.\n It is possible, myself, I have to be near people to hear(understand) them. And I used to lock eyes with people, this would help me to focus on them so I could listen better, but most people do not like that.\n If he does have a hearing problem, l am sure he would like to know when he is talking loud. PArt of the talking loud part would be to hear yourself talking so you can speak clearly. Otherwise you mumble and then ...............\n Wouldn't hurt to ask him. If he does, ask if he'd mind if you tell him when he starts talking loud.
509202
Just go for it - you've got nothing to lose.  Plan what you'd like to say before hand and practice it if you want so you feel more comfortable when you approach them.\n\nHope it goes well :-)
905549
I am in support of total communication, whether the child ahs the implant or not.  Oral communication is very hard, but ASL is a more natural language.  Of course it is easier to function in the hearing world if you can communicate in the dominant language, but deaf children are going to have a harder time in the world, no matter what, so is it really fair to force them to undergo constant therapy in order to use a language that doesn't come naturally to them?  That is why I strongly support total communication.\n\nA majority of children with the CI are taught using total communication, more children with the CI are taught using the oral method than those without (36% of children with the CI, 8% of children without)\n\nBelow is the link to a study that Gallaudet did.  I've linked you to slide 7 because that is the one with the most prevelent information to your topic.  Good luck.
211381
Work with a professional to help her develop language skills.  No matter how good your intentions, you can't do it on your own.\n\nBeyond that, try to find non-verbal means of expression like drawing or painting.  Kids with language delays can become frustrated when they have something to say but can't say it.  Be creative and try to tell stories with her through painting, clay, or anything else she enjoys.  She's not going to be like everyone else, at least in the early years, so don't expect her to be.  Try to find things she enjoys and develop these as much as possible.\n\nI also think depending on the severity of the delays it might be, as the first poster suggested, a good idea to teach her sign language (and of course learn it yourself, too).  Most kids will speech delays catch up eventually, but sign language may provide a way for her to express herself in the interim.
639709
I had to take several seminars on communication when I worked for a local government agency, and this topic was discussed at all of them. We were taught four main strategies.\n\n1. Mirroring. This simply refers to watching what the other person is doing and acting in a similar manner. If they use a soft tone of voice and speak slowly, try and match your speech to their volume and pace. If they use gestures, such as nodding the head to signify understanding, feel free to also nod in understanding as they speak to you. If their posture is casual, such as standing with their hands in their pockets, you can relax your posture a bit was well; if their posture is very straight and stiff, try to mirror theirs. The goal of mirroring is to set the other person at ease. Gradually, as you become more familiar with one another, your own, personal or cultural tendencies will tend to emerge more, but mirroring at the beginning is a good way for you both to establish a safe comfort zone.\n\n2. Body posture. Generally, it is best to practice "open" body posture. Keep your head up, rather than tucked down into your chin, and don't cross your arms or your legs. Try and keep your facial expression as open as possible as well by smiling and maintaining polite eye contact. Opening your body posture is a way of communicating openness and your willingness to communicate.\n\n3. Verbal expression. As noted above in item #1, you should try and match the tone and speed of your speech to theirs. You should also do this with vocabulary. If you are communicating across language barriers, keep it simple. Don't say "enormous" when "big" will do just fine. If you both speak the same language fluently, still make an effort to match your vocabulary to theirs. Don't make assumptions based on appearances, such as talking down to someone because they look like they may not have the same educational background as you do. (Listening to verbal cues, such as how they pronounce words and the fluency with which they express themselves will usually help you out in this department.) Try to avoid slang and regionalisms, as these can cause a lot of confusion. Most importantly, if you don't understand something, politely ask for clarification. \n\n4. Research. This is invaluable, especially if you know in advance that you are going to be dealing with someone from a culture which is considerably different from your own. Going to Japan as an exchange student? Read up on Japanese culture and social customs. People flying in from the Rome office for a big meeting? Read up on Italian culture so you have some idea of what to expect.\n\nThey also taught us that in dealing with people from other countries and cultural backgrounds, there are several areas where it is easy to get into trouble, so be careful about these:\n\n--"Personal space". In the US, "personal space", meaning how close you physically are from someone when speaking to them, is usually 3-4 feet. The tricky thing is that "personal space" varies widely from culture to culture. In some cultures, people maintain a greater distance when communicating, and in others, they get so close that many Americans feel like they are being invaded. It's very hard not to take a step back when someone steps close to you, or not to step closer to them if they step away. Try your best to let them set the boundary, and then try to keep that distance constant. However, if they are so close to you that you are uncomfortable, and cannot concentrate on the conversation, it is acceptable to take a small step back after a few moments.\n\n--Physical contact: Again, this one varies greatly from place to place. Shaking hands can really be a problem. If someone offers you their hand, shake it. If you put yours out first, and they don't make a move to take it, return you hand to your side, don't just grab theirs and shake away. Be careful about touching people of
86670
Be daring and brave. Make some eye contact and then go up and say hello. If he/she doesn't know you, introduce yourself. Just don't be shy or you'll never get anywhere!
17124
In the United States this is location specific. There is a national rating and membership in the Registry of Interpreters for the Deaf (RID) Their outline of how to become a certified Sign Language Interpreter is at http://www.rid.org/start.html.(1)\n\nIn Michigan, where I live, you can attain State Qualification as an alternative to RID certification.\n\nAn excerpt from Michigan's code, posted on the Division of Deaf and Hard of Hearing website reads:\n"PA 204 was the first step in addressing interpreter quality when persons were not certified. The State Quality Assurance (QA) Screening program was modeled after the national RID's program. The QA program has improved the access for deaf and hard of hearing persons and the quality of interpreting services is better. QA interpreters follow the same code of ethics that nationally certified interpreters do and must obtain continuing education units yearly to keep their qualification level current." (2)\n\nI've known some wonderful Interpreters. In tribute to Brenda Smith, deceased, who was a fabulous interpreter and social worker, I'll repeat the words she gave when someone would ask her how to learn Sign to become an Interpreter:\n"Adopt a Deaf person!"\n\nShe supported all that schoolwork and books and teachers could do, but sincerely believed that the #1 way to become proficient in Sign was to spend major amounts of time, three or more hours a day everyday, with one or more Deaf persons in situations where only Sign is used.\n\nThat's for becoming a Signer, the first step in becoming an Interpreter. Not all Signers are or can be Interpreters. They are different skills. I look for a crossover skill that indicates whether a person is likely to have the brain makeup that allows them to do the act of interpreting. I'll ask them if they like crossword puzzles and can do them with a time clock running. It's a skill that "crosses over" and helps prepare them for the act of interpreting.\n\nNow I'm back editing this to add my belief that it's not necessary to be a Sign Language Interpreter to be of value. In the classroom, the doctor's office, a law office, or across a counter, an Interpreter is still a third person there. How much better to BE the teacher, the doctor, the lawyer or clerk that can function in BOTH English and Sign!\n\nI have many wait-staff as friends and have been asked many times how they can help out their Deaf customers with some common and easy signs: Hi, how are you, do you want (coffee, tea, soda, Coke). Goodbye. Thank you. They tend to love the Sign for Coke! (3)