CEUflix

Systemic power dynamics, medicalized audism, and institutional barriers directly impact a Deaf child's fundamental right to language. A staggering percentage of Deaf and Hard-of-Hearing (DHH) children enter the educational system experiencing varying degrees of language deprivation due to a lack of direct, accessible communication during the critical 0–5 developmental window. Educational interpreters are routinely placed on the front lines of this crisis, operating within educational systems that historically privilege speech over visual language.  

In this intensive workshop, researchers Dr. Petra Horn-Marsh and Kester Horn-Marsh analyze the neurodevelopmental, historical, and systemic oppression driving language deprivation. Participants will examine how institutional policies marginalize DHH learners and analyze key linguistic frameworks—including Jim Cummins' BICS vs. CALP, the 12 distinct language modes utilized by DHH learners, and the concept of "Signacy" as an equitable bridge to print literacy. Drawing from Kendall P-Level tracking data from the Kansas School for the Deaf, the presenters address the physiological impact of "visual split attention" and cognitive overload in mainstream settings. Interpreters will examine their privilege within the educational team, recognize the ethical boundary between language delay and harm, and learn actionable strategies to disrupt institutional language deprivation.