Search NEWS & EVENTS PARENTS TIGER SPIRIT HEALTH AND SAFETY QUICKLINKS LOGIN About Enrollment Academics Programs Support Us Language and Communication Visit Us Inquire Rockwell Visual Communications Center ENROLLMENT Language and Communication Language and Communication Policy Presently, there are only a limited number of camps in the United States operating specifically for deaf, deafblind, hard of hearing campers, as well as Children of Deaf Adults (CODAs), and Camp Isola Bella is the only such camp in Connecticut. Therefore, Camp Isola Bella is truly a treasure that makes a difference in the lives of so many children and teens! For the past several years, camper interest has far exceeded capacity. In fact, the 2019 summer camp roster filled within the first 30 minutes of registration. Wait lists have become the norm. In order to meet this increased campership demand, ASD must expand Isola Bella through the building of additional cabins and the renovation of existing camp space. The planned renovation would allow ASD to welcome an additional 75 campers every summer (over 5 weeks) – a 63% increase in campership. To accommodate this increased campership, ASD plans to: Build two additional handicap-accessible cabins (one cabin for female campers, the second for male campers). Renovate two existing bathrooms to include handicap shower and toilet facilities, as well as handicap-accessible ramp access into the buildings. Enclose the existing covered patio, which is part of the camp house building, to increase available dining facilities for additional campers. Replace the pavilion roof, which provides a large indoor space for campers to gather when the weather is not suitable for outdoor activity and is in a state of disrepair. Complete an electrical upgrade for the camp, which is necessary for the completion of all outlined projects. Camp Isola Bella has brought happiness and joy to countless campers over the past 45 years, and ASD is eager to make room for even more children to experience this treasured summertime tradition. The words of one grateful camper illustrate the true value of Camp Isola Bella: “For all my life, I never really experienced true happiness. Here I feel truly happy. My past is full of darkness, but here I’m reminded of the light.” American Sign Language (ASL) ASL is a visual language complete with grammar, structure, syntax, and nuances similar to any other language. There is a body of research that suggests that fluency in a signed language correlates with learning in schools, academic success and social development. It is the language of the Deaf community and it creates an opportunity for full accessibility for all students in our school setting to gain and benefit from content information in all subject areas and social experiences. ASD supports the acquisition of ASL as a content subject. Each position at ASD has a required level of proficiency that must be achieved on the American Sign Language Proficiency Interview (ASLPI) to ensure they have the skills to provide consistent and rich exposure to academic registers of ASL. For teachers, this ensures that staff can demonstrate a wide register of discourse and lead classroom discussions. For other staff, it ensures the ability to function in their assorted roles at appropriate levels in our environment. Students are also encouraged to use ASL creatively as a form of artistic expression in projects across the curriculum as this is an important element of Deaf culture. This is valued and encouraged at ASD. Encouraging our student’s pride and self-respect in their culture and language as members of the Deaf and Hard of Hearing community is a critical element of our bilingual program. Relative to Language Planning with signing and viewing ASL, teachers will: Consciously plan to model ASL structure and to bridge this with English structure (and vice versa) to help create greater meaning and understanding as well as ensuring that students recognize that these are two separate languages; Consider the expressive and receptive skills (viewing, producing, and comprehending ASL content and literacy) in ASL when planning the lessons, and make sure that they are addressed in each unit throughout the day; Ensure that instruction in ASL is supported by printed (and whenever needed, spoken) English; Ensure assignments are balanced for both ASL and English (e.g., video homework, tests, and the like) and to ensure that our assessment and instruction are aligned to the instruction and language use for those assignments (e.g. ASL and content assessments for ASL presentation); Incorporate elements of Deaf culture, history, and expressive ASL whenever possible in projects, activities, through video, and so forth. English Receptive and Expressive English skills through reading, writing, speaking, and listening are promoted at ASD as a part of the developmental bilingual program. ASL can be leveraged to build English competence. By doing this, the teachers will be expected to support the students’ English skills and bilingualism by comparing, contrasting, and analyzing structure of ASL and English, supporting the development of English vocabulary word knowledge through the use of fingerspelling, and building interactional skills through the use of ASL and English (e.g. through emailing, signing, speaking, texting, and writing). English vocabulary development across the curriculum is a large part of ensuring success for our students and we believe that in addition to the definition and use of vocabulary, they will also be learning how to use them in content including writing and speaking. Speech/Language Services for our students are determined by a student’s Individualized Education Plan (IEP). Speech-Language Pathologists (SLP) use a variety of strategies to support development in both languages. They also work to keep ASL and English separate based upon the purpose or objective of an activity and the needs of the student. Various models for access are utilized to support students needing these services. These models include ‘pull out’ (students go individually or in small groups to an alternate location) or ‘push in’ (students remain in regular classroom with the SLP supporting them through classroom activities). To maximize our students’ abilities in speaking and listening in English, those who have assistive listening devices are supported (as indicated in the students’ IEPs) by all our staff. Parents work with ASD staff in making sure students bring their assistive listening devices to school, and use them. This is a partnership that often requires maintenance by Local Education Authorities and families to ensure maximum benefit from devices. The students will learn various tools in communicating with people whose primary language is English, and that includes listening, speaking, and writing. We will work to assist them with these skills as a natural part of vocabulary building in all settings, and this is the responsibility of all teachers and staff including the SLPs. Phonological Awareness is a research-based critical element of reading fluency. At ASD we use “Visual Phonics” during reading/English time as a part of our instruction. We plan to provide training on utilizing these strategies for teachers in the elementary grades to help provide our students with some of the basic building blocks of letter sounds, syllables, and the like that are critical for reading. This training will provide a stronger foundation for reading comprehension and fluency as students grow. Two of the most important elements of teaching our students to become successful bilingual students are metacognitive and metalinguistic awareness. These elements are gained by learning that both languages are used in purposeful ways throughout their day. The teachers and administrators at ASD are committed to developing and creating lessons and activities that provide opportunities for our students to use both ASL and English in a meaningful way, and raise their metacognitive and metalinguistic awareness to understand the relationship and value of each language. This will ultimately benefit the students’ ability to access content and improve individual outcomes for each student over time. Relative to Language Planning with listening, speaking, reading and writing English, teachers will: Plan deliberately to incorporate exploration and practice of skills related to printed and spoken English or the understanding of printed and spoken English. Be attentive to all possible English language abilities (listening, speaking, finger reading, fingerspelling, writing, reading and keyboarding) and make sure that all are addressed throughout each curriculum unit. Model and explain elements of the English Language such as phonemic and phonological awareness, active listening when introducing vocabulary, and reading or writing with students. Use fingerspelling and signing in ASL to support these instructions. This deliberate planned exposure to the English language and providing links to things they already know will improve the students’ ability to generalize skills, and use and understand vocabulary. General Sensitivity and Sociocultural Awareness Our ASD community works hard to make our environment fully accessible for our Deaf and Hard of Hearing students and staff. By encouraging the development of both languages, Deaf children can gain pride and the sense of value in their well-being. With this pride, they can take more risks and they can carry with them the confidence of who they are through whatever obstacles or opportunities they face in the future. In a school for the Deaf, these challenges in using both languages are identified and minimized, as they are at ASD, through professional development and buildings/classrooms that are designed specifically to meet the needs of the Deaf and Hard of Hearing. The ASD community creates a culture of respect and care through recognizing the needs and abilities of the individual. There are times when visitors tour ASD who do not have any ASL ability, or times that we have students who have been using only spoken English visit with an interest in joining our bilingual environment. As we work ensure a welcoming environment for new individuals, we know there may be times that people will utilize sign-supported speech to ensure understanding. We recognize that this is not a method of instruction but a contact language situation out of an immediate necessity. ASD is committed to being an environment of respect and appreciation for language and culture. We are committed to helping all members of our community learn and grow. View Our Academic Programs Find the resources best suited to your needs. Take an in-depth look at the academic programs offered by the American School for the Deaf. Elementary School Middle School High School PACES 139 North Main Street West Hartford, CT 06107 (860) 570-2300 webmaster@asd-1817.org Directions Privacy Policy Sitemap +