Why Early Language Access Matters More Than Hearing (Part 2): What Parents Need to Know

Toby Overstreet
5 minutes ago
6 min read

In Part 1, we explored what language deprivation is, the neuroscience behind the critical period for language development, and why the myth that sign language prevents speech is not supported by research. Now, let's talk about who's most affected by language deprivation—and what information you deserve as a parent.

Key Points

Language deprivation is more common in BIPOC families due to systemic inequities in resources and early intervention
About 95% of deaf children are born to hearing parents who rely on professional guidance, which is often incomplete
The American Academy of Pediatrics now recommends sign language from day one, regardless of cochlear implants
Start learning sign language immediately—free and affordable resources exist
Connecting with Deaf adults is one of the most valuable things a parent can do
Sign language does not prevent spoken language development

Who's Affected Most

Language deprivation doesn't affect all families equally.

Research shows it's more common among Black, Indigenous, and People of Color (BIPOC) families. This points to systemic inequities in access to information, resources, and early intervention services.[1]

About 95% of deaf children are born to hearing parents.[2] These families rely on professional advice. If that advice leans toward spoken language only and omits balanced information about sign language, parents may unknowingly put their child at risk.

The Information Parents Deserve

Most parents don't intentionally deprive their children of language. They're doing exactly what medical professionals told them to do.

They're told that spoken language is "better." That sign language will hurt their child's chances of speaking. That they must choose between Deaf culture and the hearing world.

The National Association of the Deaf calls this a "misguided belief" that results from "perspectives held and expressed by professionals, family-based organizations, other families with deaf children, public health systems, and the predominantly negative attitudes that society espouses toward disability in general (ableism) and deafness in particular (audism)."[3]

Here's what parents actually deserve to know:

Language development is independent of modality. The brain processes language through the eyes just as effectively as through the ears.[4]
The critical period is real. The first five years are when language develops most naturally. After this window, learning a first language becomes extraordinarily difficult.[5]
Quality and quantity of language exposure matter most. Not the modality. Not one language or two. What matters is full, rich, consistent access to language.
ASL is a complete language. It is not "broken English" or gestures. It has its own grammar, syntax, and linguistic complexity equal to any spoken language.[4][6]

In 2023, the American Academy of Pediatrics updated its guidelines for the first time, recommending sign language from day one, regardless of whether a child has cochlear implants.[7] This is a major shift in mainstream medical guidance.

Practical Steps for Families

Start Learning Sign Language Now

Don't wait. Don't "see how the hearing aids work first." Start immediately.

Even basic signs can help you communicate with your child during this critical period. And here's what to expect: individual signs are relatively easy to learn, but like any language, ASL takes time. Basic communication can take a year or more. Be patient with yourself.

Free and low-cost resources:

Your child's early intervention program — You can and should request ASL instruction as part of early intervention services. It's designed to support both your child and your family.
ASL University — Free, comprehensive video lessons created by Dr. William Vicars, a Deaf educator with a doctorate in Deaf Studies. Self-paced, organized by word frequency. lifeprint.com
ASL Connect — Paid courses from Gallaudet University. gallaudet.edu/asl-connect
ASL Deafined — Subscription-based platform ($36/year) with lessons taught by Deaf professionals. asldeafined.com
Local colleges and universities — Many offer ASL for college credit. Parents consistently rank these among the most helpful resources.
American Society for Deaf Children (ASDC) — Offers SignOn sessions to practice with Deaf adults in real time. Members get five free sessions. Visit deafchildren.org

Connect with the Deaf Community

The Deaf community is made up of the adult children of parents like you. They want to help. They understand what your child will experience. They can be role models and mentors.

Research shows that interactions with Deaf adults are consistently rated by parents as one of the most helpful resources for learning ASL.[8] Parents also report that these connections benefit both themselves and their children.

Ways to connect:

Find local NAD affiliates — State affiliates can connect you with Deaf community events where you can meet Deaf adults and practice signing.
Ask about Deaf Mentor programs — Many early intervention programs offer these. They pair families with Deaf adults for guidance, language modeling, and cultural knowledge.
Attend Deaf community events — Story times, social gatherings, cultural events are opportunities for your child to see people like them thriving.
Join parent support groups — Connect with other families raising deaf children.

The NAD notes that connecting with Deaf adults gives parents a chance to meet people who have already navigated the path their child is about to take.[9]

Advocate for Balanced Information

When meeting with audiologists, speech therapists, ENT doctors, or early intervention specialists, ask:

"What are the risks of language deprivation if we focus only on spoken language?"
"What does research say about children who use both sign language and cochlear implants?"
"Can you connect us with Deaf adults who can share their experiences?"
"What are all of our options for ensuring my child develops language on schedule?"

If you receive pressure to avoid sign language, seek a second opinion. Request written information about the risks and benefits of different approaches.

Address Common Concerns

"Won't sign language make my child lazy about learning to speak?"

No. Research shows that children who sign from birth and later receive implants can develop spoken language skills appropriate for their age.[10] Sign language provides a linguistic foundation that supports all language learning.

"I'm worried my family won't learn to sign."

This is valid. But ask yourself: would you rather your child communicate with family members who learned some sign language, or be isolated from everyone because they never developed any functional language? Start with your household. Others follow when they see the benefit.

"What if the cochlear implant works really well?"

That's wonderful—and sign language doesn't prevent that success. Children who sign and use implants often do as well or better than those who don't sign. And if the implant doesn't work as hoped, your child already has a language foundation protecting their development.

"We live in a hearing world."

You're right — and that concern comes from a place of love. You want your child to thrive, to make friends, to get a job, to navigate daily life with confidence.

Here's the thing: those outcomes depend on strong language skills, not on which language comes first. A child who develops solid language in their early years — whether signed or spoken — is far better equipped to navigate any world than a child who missed that window entirely. The goal and your goal are the same. It's just the path that looks a little different.

In Part 3, we'll address the concern "But I want my child to be part of the hearing world," discuss common challenges families face and how to overcome them, and provide comprehensive resources to help get started.

References

National Association of the Deaf. (2023). "Language Deprivation." https://www.nad.org/language-deprivation/ ↩
National Institute on Deafness and Other Communication Disorders (NIDCD). "Quick Statistics About Hearing." U.S. Department of Health and Human Services. https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing ↩
National Association of the Deaf. (2023). "Implications of Language Deprivation for Young Deaf, DeafBlind, DeafDisabled, and Hard of Hearing Children." https://www.nad.org/implications-of-language-deprivation-for-young-deaf-deafblind-deafdisabled-and-hard-of-hearing-children/ ↩
National Institute on Deafness and Other Communication Disorders (NIDCD). "American Sign Language." U.S. Department of Health and Human Services. https://www.nidcd.nih.gov/health/american-sign-language ↩ ↩
Murray, J. J., Hall, W. C., & Snoddon, K. (2019). "Education and health of children with hearing loss: the necessity of signed languages." Bulletin of the World Health Organization, 97(10), 711–716. https://pmc.ncbi.nlm.nih.gov/articles/PMC6796673/ ↩
National Association of the Deaf. "What is American Sign Language?" https://www.nad.org/resources/american-sign-language/what-is-american-sign-language/ ↩
Bower, C., Reilly, B. K., Richerson, J., Hecht, J. L., & Committee on Practice & Ambulatory Medicine. (2023). "Hearing Assessment in Infants, Children, and Adolescents: Recommendations Beyond Neonatal Screening." Pediatrics, 152(3), e2023063288. https://doi.org/10.1542/peds.2023-063288 ↩
Lieberman, A. M., Mitchiner, J. C., & Pontecorvo, E. (2024). "Hearing parents learning American Sign Language with their deaf children: a mixed-methods survey." Journal of Deaf Studies and Deaf Education, 29(1), 70–81. https://pmc.ncbi.nlm.nih.gov/articles/PMC10785677/ ↩
National Association of the Deaf. "Information for Parents." https://www.nad.org/resources/early-intervention-for-infants-and-toddlers/information-for-parents/ ↩
Davidson, K., Lillo-Martin, D., & Chen Pichler, D. (2014). "Spoken English language development among native signing children with cochlear implants." Journal of Deaf Studies and Deaf Education, 19(2), 238–250. https://pmc.ncbi.nlm.nih.gov/articles/PMC3952677/ ↩