Policy Maker Archives > Page 3 of 4 > Mill Neck International

In its position statement, the Department of Education of California supports right to language access for deaf and hard of hearing children.

What language should schools use when teaching deaf students? The authors summarize the research about language policy in deaf education.

Read the evidence: Why health professionals should advise parents to use sign language with their deaf children–even with cochlear implants.

In Kenya, sign language is no longer just for Deaf children. They are trying sign language for everyone in 470 schools across the country.

Learn advice for finding local Deaf organizations in the country you want by starting at the top with international organizations.

Projects in different countries helped people with disabilities, including Deaf entrepreneurs, get jobs and escape poverty.

Learn strategies to make schools and classrooms more disability inclusive, with inclusion for Deaf and hard of hearing students too.

Deaf students’ opinions on inclusive education in Northern Ireland and Sweden reveal that they are happier when schools use sign language.

Summarizes research about early intervention services with deaf children and explains the best practices for helping them learn language.

On identifying hearing loss in newborn babies, why this is still not happening in many developing countries, and how to solve this.

Educators, parents, and policy makers can visit this website to learn the best way to teach and raise Deaf children.

Review the research on including Deaf children in early childhood education programs and the recommendations for program administrators.

The author of this article explains how early intervention services can support families in learning sign language.

The authors of this article argue that policies should promote sign language for all Deaf children, with or without cochlear implants.

Describes two case studies of assistive technology in education in Bangladesh and Tanzania and guides governments in how to help.

Guides governments in improving policies and services to provide assistive technology in education to children with disabilities.

Some teachers now view deaf students as a linguistic and cultural minority. They use a bilingual approach to teaching deaf children.

Colin Allen, president of the World Federation of the Deaf, speaks about the importance of sign language in Deaf education.

Children with any disability are often out of school. But one project is teaching sign language to Deaf children and families in Vietnam.

This 5-minute video from Human Rights Watch explains that educators for Deaf students can achieve a good education through sign language.