PURPOSE Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports. METHOD This product resulted from a need within interdisciplinary, graduate programs for SLPs and TDHHs. Both cohorts required preparation to address the needs of diverse language learners who are Deaf/hh. This tutorial includes a brief review of the challenges in developing language proficiency and describes the complexities of effective service delivery. The process of developing a practice-informed framework for language supports is summarized, referencing established practices in auditory-based and visually based methodologies, identifying parallel practices, and summarizing the practices within a multitiered framework called the Framework of Differentiated Practices for Language Support. Recommendations for use of the framework include guidance on the identification of a student's language modality/ies and proficiency to effectively match students' needs and target supports. CONCLUSIONS An examination of established practices in language supports across auditory and visual modalities reveals clear parallels that can be organized into a tiered framework. The result is a reference for differentiating language for the interdisciplinary school team. The parallel supports also provide evidence of similarities in practice across philosophical boundaries as professionals work collaboratively.

中文翻译：

---

区分失聪或听力障碍学生的语言：听觉和视觉支持的实践知情框架。


目的 为聋哑或听力困难 (Deaf/hh) 学生提供服务的言语病理学家 (SLP) 及其聋哑教育同行必须应对语言的复杂性，包括口语或手语的模式以及经常受到损害的熟练程度。本教程描述了一个以实践为基础的框架，该框架概念化并组织了一系列听觉和视觉语言支持，旨在为 SLP 的实践提供信息，SLP 的培训本质上更侧重于口语，以及教师的实践。聋人/聋人 (TDHH) 可能更关注视觉语言支持。方法 该产品源于 SLP 和 TDHH 跨学科研究生项目的需求。这两个群体都需要做好准备，以满足聋哑人/其他语言学习者的需求。本教程简要回顾了培养语言能力的挑战，并描述了有效提供服务的复杂性。总结了开发基于实践的语言支持框架的过程，参考基于听觉和基于视觉的方法中的既定实践，确定并行实践，并总结称为“语言支持差异化实践框架”的多层框架内的实践。使用该框架的建议包括识别学生的语言模式和熟练程度的指导，以有效满足学生的需求和目标支持。结论 对跨听觉和视觉模式的语言支持的既定实践的检查揭示了可以组织成分层框架的明显相似之处。 该结果可为跨学科学校团队区分语言提供参考。当专业人士协同工作时，并行支持还提供了跨越哲学界限的实践相似性的证据。