Glenys Crane-Emerson
FSLP Coordinator
Kathy Vesey
Director
Gallaudet University Regional Center
Northern Essex Community College
Overview of Family Sign Language
Program
 The FSLP is funded by the Massachusetts Department
of Public Health.
 Since July 1, 2010, the FSLP has been administered by
the Gallaudet University Regional Center at Northern
Essex Community College.
 Families with children who are deaf or hard of hearing
aged 0-3 are referred to the Family Sign Language
Program by their Early Intervention Program.
FSLP Level I and Level II
 Classes are provided at no cost to families who reside
in MA, have a child who is deaf or hard of hearing aged
0-3, and are currently receiving services through an
EIP.
 Each family will receive 10 sessions of Level I Sign
Language instruction in the family’s home. The second
10 weeks of Level II Sign Language instruction
may be in the home, online, or in a group setting with
other families.
 Each family will be asked to complete a survey after
completion of both levels, to measure the outcomes of
the program.
Intake and Referral
 The intake form is completed by
the EIP service coordinator and
is submitted to us with a release
signed by the family.
 We request information such as
DOB, language spoken in the
home, and the family’s preferred
schedule .
 The intake form is available on
the GURC website
http://www.necc.mass.edu/gallaudet
Once a Family is Referred to FSLP…
 The coordinator will contact the family and describe
the program.
 The coordinator will review the intake information
and assign a tutor who lives close to the family.
 Once a tutor is identified, the coordinator will work
with the tutor and the family to set up a start date.
 The family and the EIP then receive confirmation of
the class start date.
 The coordinator will follow up with the family and the
tutor after the 1st, 5th and 10th sessions.
 Upon referral, families will receive an information
packet including details about the Shared Reading
Saturdays program, a copy of the ASL Dictionary,
and other useful resources.
 In addition to ASL instruction, tutors provide
families with an overview of Deaf Culture, Deaf
History and Early Visual Communication
guidelines.
The FSLP Tutor’s Role
 Introduce the family to Sign Language and the application
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of the signs to everyday family life.
Be a positive cultural and linguistic role model for the
family and the child.
Remain neutral and respect the family’s wishes and culture.
Guide the family to resources and community information.
Share knowledge about Deaf Culture and teach the family
ways to make their communications visual and accessible
for their child.
Make the sessions fun and interactive so family members
will be able and feel comfortable to communicate with
their child at the earliest age possible.
Video of Family and Tutor
Comments From Families…
“We thoroughly enjoyed working with our tutorshe was always patient, kind, flexible, positive, and
encouraging, It was always a challenge to get
through a lesson with our energetic 2yr old running
around, but she was always easy going about it
and tried to engage our son in the lesson when he
was willing. She was always got us answers to our
questions. She was a pleasure to work with”
“Material very useful for regular conversation”
“Reduced frustration for our daughter and family”
“The curriculum was
“Coming to our home
and seeing the whole
family in our
environment”
“Individual (personalized) to
fit our family and our needs
and our interests”
“I liked the fact that they
came to my house and you
could have any of your family
members or care givers come
and not worry about doing it
right. Practice and facial
expressions are huge factors
in sign and can make signing
fun to learn and help each
other”
obviously geared for
people interacting with
small children-very
practical”
“Whole family participation”
How it all started…
The Shared Reading Project
was developed by David R.
Schleper of Gallaudet
University's Laurent Clerc
National Deaf Education
Center. SRP is designed to
teach parents and caregivers
how to read to their deaf and
hard of hearing children
using American Sign
Language, and to use
strategies to make book
sharing most effective.
Why Shared Reading?
 We know that early book sharing experiences
contribute to higher reading ability in school.
 Most hearing parents do not know how to
share books with their young children who are
deaf or hard of hearing.
 If hearing parents can learn how to share
books, the reading ability of deaf and hard of
hearing children should improve.
Shared Reading Saturdays
 An adaptation of the
Shared Reading Project.
 Since 2004, the program
has been offered monthly
(September-June) in
Lawrence, MA for families
with children who are
deaf and hard of hearing.
 Families are shown the
story in a large group and
then break into smaller
groups to practice with
individual tutors.
Shared Reading Saturdays
 The children are involved
in organized activities
while their caretakers
learn how to sign the
story.
 The children join their
caretakers and read the
story together with the
support of the tutors.
 After the formal program
the families have time to
socialize and network
during lunch.
Shared Reading Saturdays
 Interpreters provide
spoken English and
spoken Spanish
translations as the deaf
tutors sign the story.
 FM systems are used to
transmit the translations
in both languages
simultaneously, keeping
both languages equal.
 Each family brings home a
book bag at the
completion of the day.
SRP Book Bags Include…
A popular children’s book…
A DVD of the book…
An activity guide…
And a bookmark of “Tips for
Reading”…
Outcomes
Family Members:
• Learned to apply book sharing strategies, such as
the use of role play and the placement of signs on
the book.
• Became more skilled and confident signers.
• Communicate more effectively with their
children.
Outcomes
Family Members:
• Improved their own understanding of English
when English was not their native language.
• Became more accepting of their child’s hearing
loss.
• Appreciated the importance of deaf role models,
felt more comfortable with deaf adults, and
started to understand Deaf Culture.
Comments
on Shared Reading Saturdays…
“Individual instruction with each book, the video is great to
reinforce new signs, and everyone in the program has been
wonderful!”
“This class has taught us to make reading more visual and
more interesting.”
“This was a great time for me and my family. We all learned
a lot! Thank you very much!”
“This is a chance to tell you how much we enjoy this
program. The families are dear and the children are
precious. The format you have created is exceptional. We
are "working" more diligently on our signing.”
Resources

The Laurent Clerc National Deaf Education Center
http://clerccenter.gallaudet.edu

Information and Resources including the Shared
Reading Project:
http://clerccenter.gallaudet.edu/Clerc_Center/Inform
ation_and_Resources.html

The Gallaudet University Regional Center and the
Family Sign Language Program
www.necc.mass.edu/gallaudet