users (Strong and Prinz 1997). Children who are born to
hearing parents may start learning ASL at a later age. Many
students who are deaf do not learn ASL until they enter
school. Because they are learning what is, in effect, their
primary language at a late age, they may also be delayed in
learning their second language, the written English language
system. Schools with bilingual language programs in ASL
and English for students who are deaf can facilitate the
development of both languages by building on ASL as the
primary language, using it to teach a broad range of subjects,
to develop primary language knowledge and skills, and
support the development of written English.
Students who are deaf and hard of hearing are educated throughout California in a variety of
settings. The type of primary language support provided varies with the setting. In schools where
students are placed in the mainstream classroom, primary language support for students who are
deaf and hard of hearing and use ASL typically consists of translating oral (speaking and listening^5 )
classroom activities via an interpreter from English into ASL and vice versa.
In bilingual programs for students who are deaf and hard of hearing and use ASL, the language of
instruction is ASL. Students’ primary language, along with printed English, is used throughout the day
to provide instructional content. Students view speeches and performances directly in their primary
language. When instructional materials are not available in ASL, captioning or printed English is used.
Students also give presentations and have discussions in their primary language. Interpreters are not
used in the classroom as all teachers are fluent in ASL, enabling direct instruction in the students’
primary language.
Students Who Are Deaf and Hard of Hearing Who
Communicate with Spoken English or Simultaneous
Communication, Including Sign Supported Speech
Students who are deaf and hard of hearing who
communicate with spoken language or a form of total
communication (e.g., sign supported speech, cued speech,
Signing Exact English) use individualized supports and
services, determined by their Individualized Education
Program (IEP), which enable them to access the general
education curriculum and achieve the same high standards
required of their peers.
Linking the IEP activities to standards helps ensure
students who are deaf and hard of hearing—regardless of
their mode of communication—have the opportunities to
fully access the CA CCSS for ELA/Literacy addressed in their
education settings. The efforts of the IEP team are to be
guided by an understanding of the student’s hearing level
and overall developmental and social needs.5 As noted throughout this framework, speaking and listening should be broadly interpreted. Speaking and listening should
include students who are deaf and hard of hearing using American Sign Language (ASL) as their primary language. Students
who are deaf and hard of hearing who do not use ASL as their primary language but use amplification, residual hearing,
listening and spoken language, cued speech and sign supported speech, access the general curriculum with varying modes of
communication.Students who are deaf and
hard of hearing are educated
throughout California in a
variety of settings. The type
of primary language support
provided varies with the
setting.Linking the IEP activities
to standards helps ensure
students who are deaf
and hard of hearing—
regardless of their mode of
communication—have the
opportunities to fully access
the CA CCSS for ELA/Literacy
addressed in their education
settings.894 | Chapter 9 Access and Equity