Communication Philosophy

PSD's communication philosophy is based on (a) full access to all communication, (b) the importance of a child's self-expression; and (c) respect for each individual's communicative needs. The school encourages the use of all modes of expression which result in mutual understanding, including: American Sign Language (ASL); spoken, signed or written English; speechreading (lipreading); and use of residual hearing. In the school community there are times when ASL is appropriate; there are times when a manual code of English with or without voicing may be appropriate; and there may be times when oral English may be appropriate with either no manual representation or with manual representation provided by an interpreter. Appropriateness and accessibility are determined by individual student or colleague need, the context and function of the communication, and the needs of others who are in the communicative environment.

Communication Principles

• ASL is a fundamental part of everyday life and learning for deaf children and youth.  Therefore, PSD actively supports, encourages and strives to incorporate the use of ASL in the instructional process and in all other aspects of school life.  ASL is defined to include the varieties of the language of signs commonly used in Deaf communities in America.

• Language and culture cannot be separated.  Therefore, PSD recognizes and values cultural diversity and encourages cultural expression through a multicultural curriculum throughout the school environment.

• PSD recognizes and values the importance of the acquisition of English language and literacy skills for educational development and communication purposes.  The acquisition of these skills is a primary educational goal of the school for all students.

• Spoken English and speech communication programs are designed to meet individual students' communication preferences, capabilities and needs within meaningful communication and cultural contexts.

• At PSD, it is expected that visual/manual communication which is adequate for full participation by deaf individuals be utilized at all times when deaf persons are present, so that the communicative environment remains open and accessible for all students and staff.

• Staff development programs which promote full access to a rich communicative environment and curriculum for all students will be provided, and it is expected that all staff members participate in such programs.  Professional growth and evaluation programs which include measures of expressive and receptive proficiencies in American Sign Language (ASL) and/or sign communication and which support PSD's communication philosophy and principles, are part of staff development.