The Signing SLP

01/24/2026

I would've LOVED to have access to a program like this when I was in grad school 😍

Are you a CSD student who is passionate about working with Deaf children? Do you enjoy learning, networking, and engaging in service work? Check out our Student Ambassador Program: language1st.org/student-ambassador-program

Applications open TODAY, January 23! Apply at bit.ly/2627SAP

01/23/2026

My favorite princess! 👸

Ask and you shall receive! We had a lot of requests for a virtual option for our Deaf Belle event. So we will have an opportunity from 9:30-10 am ET, before the in person event, for virtual attendees to meet Belle and enjoy a story in ASL!

📅 March 7, 2026
🕑 9:30-10 ET
💻 Zoom
✔ Register at language1st.org/events-ct

01/21/2026

Too often, Deaf kids are talked about rather than talked with. Goals are chosen for them, not with them. And speech becomes something to comply with instead of something that serves a purpose. 🚫

Agency in speech therapy for Deaf kids is not about giving up on support or letting kids make decisions alone. It’s about making sure Deaf kids are included in decisions that affect how they communicate, how much effort therapy requires, and how those goals fit into their lives. 🧠

When a Deaf child says “I don’t want speech anymore,” that isn’t defiance. It’s communication. It’s information about fatigue, pressure, misaligned goals, or a need for change. The response shouldn’t be panic or withdrawal of support. It should be curiosity: What would make speech feel useful right now? 🔍

Agency doesn’t mean removing guidance or access. Adults still recommend, scaffold, and protect. But support should be flexible, responsive, and grounded in the child’s experience, not in assumptions about what communication should look like. 🤝

Deaf kids are in speech for many reasons. This conversation is primarily about spoken language goals, because those are often the ones that carry the most pressure and the least consent. 🗣️

Agency starts with who gets a voice in the process.
What conversations are you having with Deaf kids about speech?

01/20/2026

Deafness + language deprivation?
Autism?
Both? 🤔

The answer can shape support, but many people don’t realize this is even a question that needs to be asked.

Children with impacted hearing plus language deprivation can show differences in communication and social connection that resemble autism. Not responding to a name, delayed language, or appearing socially disconnected are often reflections of limited access to language, not autism itself 💬 ❌

What makes this tricky is that there’s no single way to be autistic, and no single way to be Deaf. Both show up across a wide range of communication styles and social patterns, which means surface-level similarities can be misleading 🔄

Because of that overlap, autism is sometimes identified before deafness or language deprivation is fully understood. When hearing and language access aren’t centered, autism can become the default explanation 🔍

This is why it matters who is at the table. Deaf professionals bring perspectives that are often missing and help teams better understand access, language, and communication in ways that can change the direction of support. That perspective is just as essential when a Deaf child is also autistic ♾️

If a Deaf child has consistent access and these differences continue, it may be appropriate to consider autism as well. Recognizing that helps ensure supports are aligned with both language access and neurodevelopmental needs, rather than assuming one explains everything. 🧠 ♾️

Have you seen this misidentification happen in either direction, or struggled to get a Deaf autistic child appropriately identified as autistic? 🤔 💬

01/15/2026

This is an IEP red flag I've seen in a few IEP meetings lately 🚩

“We don’t need to write that in. It’s already happening in the classroom.”

And to be clear, it’s a good thing when supports are already in place and helping 👏 This usually isn’t about someone refusing to help a student. Most of the time, it comes from not fully understanding what the IEP is for or why documentation matters 🤔

Writing an accommodation into the IEP actually does a few important things:

• It protects continuity. If a student changes teachers, classes, schools, or districts, the support doesn’t disappear with a staffing change. 🔁
• It makes it clear that this support is not just a nice practice, but something this specific student needs to access learning 🧠
• It makes the support enforceable. If it’s written into the IEP and not provided, that’s a problem that can be addressed. 📄

If a team truly believes an accommodation is helpful and already happening, documenting it shouldn’t feel risky. It should feel like a way to make sure the student continues to get what’s working 💡

What are some other IEP red flags you’ve seen? 👀

01/13/2026

0.003%. 👀⚡️

That's the percentage of Speech Language Pathologists who report fluency in ASL.

(Oops correction to the original visual 🤦‍♀️ There's a reason I'm in language based field and not a math field)

I shared this statistic two years ago using data from ASHA’s 2021 multilingual report 📊. At the time, that was the most recent data available. We now have the 2024 multilingual service delivery report from American Speech-Language-Hearing Association, and the percentage is still the same.

Not because nothing happened, but because the total number of SLPs who responded increased 📈. About 100 more SLPs reported being bilingual in ASL compared to three years ago, and even with that increase, the field still lands at 0.003%.

To put that in perspective 👇
Only 3 out of every 1000 SLPs identify as Signing SLPs 🔍
Statistically, it's more likely to be struck by lightning ⚡️ than to randomly encounter an SLP who signs.

Let that sink in for a second. 🧠💥

When signing SLPs make up such a tiny slice of the field, language access for Deaf and hard of hearing kids is not something systems are built around. It becomes something families have to ask for, explain, and keep pushing for 💬 📣.

Zooming out a bit. 🔎 🌍

Only about 8 to 9% of SLPs identify as multilingual service providers at all 🗣️ 🌎. And there isn't any clear data on how many providers can support access across ASL, English, and another language 🤷‍♀️📉.

That matters because Deaf kids don't all grow up in monolingual English homes 🏠. Many sign at school and use another language at home or in their community. When those language realities aren't counted, they are rarely built into how services and access are planned 🧩.

When access isn't measured, it's not planned for. And when it's not planned for, families are often told to simplify or make do 😔.

Curious how this lands for you. 🤔
Does this match what you see where you work or with your family 👇 💬

01/12/2026

Hi, I’m Caitlin 👋

If we’ve crossed paths before, hi again. If you’re new here, welcome 💙

I’m a speech language pathologist who works with deaf and hard of hearing kids and their families. I’m fluent in ASL 🤟 and my work is centered on language access, with a big focus on helping families understand what actually supports kids day to day.

A lot of what I do is helping bridge the gap between what families are told and what actually works in real life. I care about practical support, clear explanations, and making sure kids have real access to language, not just services on paper ✨

I’ll be sharing more about language development, access, advocacy, and the questions I hear from families all the time.

What’s something you’ve wished someone explained better or earlier?

12/17/2025

For families looking for a little extra support in the new year!
(disclaimer: I work with this program, and think they're amazing!)

11/12/2025

I'm so excited for this book!!!

Kim is so honored to have written a foreword for this incredible book by Will Fertman. It will be available in April, but you can preorder it now!

https://www.bloomsbury.com/us/deaf-baby-instruction-manual-9798765189375/

10/26/2025

Still buzzing from the first annual Language Deprivation Conference! 💥 So many thought-provoking conversations, amazing people, and big ideas. Plus, finally got to meet so many of my faves IRL! 🤟💛

09/13/2025

Enjoying wearing many hats at DeafPlus Conference 2025! Come say hello!

08/07/2025

🎒Back to School Prep (DHH Style!)

I know, I know, some schools don’t go back until September. But a lot of DHH families are already back or gearing up for the first day soon.

Here are 5 simple, meaningful ways to ease that transition:

🍩 Donut Dry Run
Try the whole morning routine (wake up, get dressed, pack the bag) but head out for donuts instead. Practice + fun = less stress.

📄 Create a One-Pager
Make a quick cheat sheet for new teachers. How your child communicates, what helps them succeed, and what *not* to forget (like interpreter info or sensory tips).

🏫 Visit Campus
Walk the space, meet key staff, and look for any access issues before Day 1 hits.

🎭 Role Play “What If?” Scenarios
What happens if there’s no interpreter? Or someone doesn’t sign? Act it out using puppets, stuffies, or good old fashioned role-play.

✨ None of this has to be perfect, but it helps build confidence, reduce stress, and set the tone for a more accessible, supportive year.

💬 What’s one thing you do to prep for back to school?
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