For nearly 40 years, Northview Public Schools has housed the Total Communication program in Grand Rapids, Michigan. Our program serves D/HH students from birth through their transition years. Through an orientation process, parents who choose the Total Communication philosophy for their family receive support depending on the individual needs of their child.
We are a family within a family. Being based in Northview Public Schools, we are fortunate to receive incredible supports in a neighborhood school setting. Beyond our staff in the Deaf Education program, the general education staff is knowledgable in working with students who have hearing loss. Our educational goal is to support student identity in Deaf Culture, while exposing them to the hearing world.
Our Deaf & Hard of Hearing Program is a center-based program in Kent County housed in Northview Public Schools. It is designed around each student’s unique blend of abilities and needs. All forms of communication are used – verbal, nonverbal, amplification – whatever meets each student’s needs and maximizes language competence and knowledge in each student.
The best method of communication depends on:
· amount and type of hearing loss
· age when the loss occurred
· age when the loss was identified
· parent’s experience with hearing loss
· cognitive abilities
· Diversity is Valuable.
· Deaf/Hard of Hearing Students are Valuable.
· Deaf/Hard of Hearing students have the right to learn all forms of communication.
· Visual & manual methods of communication are options and need to be used consistently.
· Using hearing technology both at home and school also provides the opportunity for listening abilities and spoken language.
· Speech is an important tool for communication with hearing people.
· Sign language does not prevent speech development.
· The clues and context of a sentence plus sign language, facial expression, and speechreading provide complete linguistic information for deaf or hard of hearing children and youth.
· Language acquisition during infancy and early childhood with parents is crucial.
· Visual representation of language enables children to understand ideas and concepts.
· Language is essential for learning.
· Speech and language are different abilities.
· Auditory/vocal & visual/manual modes give the child a complete communication system.
· Sign language, fingerspelling, and oral/aural techniques complement each other.
· Sign can assist speech and language development.
· Sign language is learned by members of the family. enables and enriches the child’s socialization at home.
Communication skills develop through watching, listening, speaking, speech reading, playing, signing, and instruction in the early childhood classroom. Speech/language therapy is built in each child’s schedule. Reading and math readiness activities are in daily lessons. Daily learning activities are rich environments to socialize and develop communication. Self esteem is fostered and children meet deaf and hard of hearing adults.
Expressive and receptive language skills – speaking, listening, writing, reading, signing – grow from Kindergarten through 4th Grade. The general curriculum of math, spelling, reading, social studies and science are taught with emphasis on language skills. Special instruction designed for D/HH students may be used as well as instruction using computers for practicing and applying what is learned. There is individual speech and language therapy. Students in general education classes also have interpreters, amplification, and supplementary instruction available to them.
Depending on each individual student need, additional ancillary services can be provided for students. This can include physical therapy, occupational therapy, social work, etc. The IEP team determines the appropriate ancillary needs of every child.
ASLPro.com was created to be a free resource for the classroom teacher. Teachers can create accounts and personalize a quiz for their students’ use, then take them into a lab and let them practice seeing models other than their own teacher. Because our signs are designed to be used in student quizzes, Non-Manual Signals are purposefully omitted.
We welcome the general public to view our site, but it should be noted that this site is not designed to be a stand alone learning tool. A user’s best course of action is to enroll in an ASL class with a qualified teacher who can guide them in such variations as regional differences and facial expressions that are not addressed in our video database.
The Holley Institute owns and operates Holley Family Village at De Sales Center which has offered educational and recreational programs for the Deaf, Deaf/Blind and hard of hearing since 1996.
During the summer months and from time to time throughout the year, The Holley Institute offers quality programs for Deaf, Deaf/Blind and hard of hearing people and their families. The Oblates of St. Francis de Sales use the facilities in June for the Salesian Leadership Camp. When not used for these events, the facilities are available to other nonprofit organizations for retreats and workshops.
February 4, 2017 – 11:00 am – 3:30 pm
Presenter: Trix Bruce, B.S.
This workshop has a focus on non-manual signals, which are not distinctive “hand signs” yet are essential language morphemes. Interpreters will analyze and apply these grammatical markers, which involve eye and head movements, facial movements, and body postures rather than the use of “signs” as distinct lexical elements. This workshop will be presented in ASL.
April 1, 2017 – 11:00 am – 3:30 pm
Presenter: Frances J. Beaurivage Manager EIPA Diagnostic Center, RID CI/CT
The EIPA provides interpreters with a wealth of information that can be utilized to inform your decisions about your personalized professional development plan (PDP). Participants will learn how to analyze the feedback from your EIPA report, and how to systematically make decisions about which skills need to be addressed before moving on to tackle more complex skill sets.
Phone: 616-361-3446 (V)
4561 Hunsberger Ave. NE,
Grand Rapids, MI 49525
Birth – 2
9-12 (High School)
9-12 (High School)
ASL (High School)
ASL (High School)
Speech & Language Pathologist