Project Narrative
Project Title:
Thematic Units for Language Acquisition and Preschool Academics at Oregon School for the Deaf
Project Description:
Thematic Units for Language Acquisition and Preschool Academics is an innovative educational project aimed at enhancing the learning experience for preschool-age children at the Oregon School for the Deaf (OSD). The project will provide a structured framework of hands-on, engaging activities that will help our students develop their American Sign Language (ASL) skills while simultaneously supporting their growth in early childhood academic areas, such as early literacy, numeracy, social-emotional development, and motor skills.
This project will include the purchase of materials and supplies for thematic units, including storybooks, educational games, sensory bins, and art supplies. Thematic units will focus on diverse topics such as nature, animals, family, transportation, seasons, and community, which will be carefully integrated with key academic concepts and language development goals. These units are designed to be hands-on and immersive, allowing students to learn through active exploration and creative play.
The thematic units will be implemented in a way that provides preschool students with multiple opportunities to engage with ASL and to practice expressive and receptive communication skills. Visual supports, props, and interactive tools will be incorporated to enhance language acquisition and foster an inclusive learning environment. The materials will also ensure that students have access to high-quality, culturally responsive resources that reflect the unique needs and experiences of children learning sign language.
Connection to Oregon School for the Deaf's Mission:
The project directly aligns with the Oregon School for the Deaf's mission statement to create a safe and empowering learning environment, rich in language where Deaf students can thrive and connect with the world around them. By providing thematic, hands-on learning experiences that integrate ASL and preschool academics, we are working to ensure that our students develop both language fluency and a strong academic foundation. These thematic units will support the development of cognitive skills, social interaction, and emotional expression—all critical components for building connections in the Deaf community and the wider world.
Additionally, these units will help fulfill OSD’s goal of creating a language-rich environment where students can strengthen their ASL abilities and gain the confidence to use language as a tool for connection and self-expression. Through this project, Deaf children will be empowered to actively engage with the world around them, building the skills they need to navigate their future educational and social environments.
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Project Purpose, Goals, and Objectives
The Thematic Units for Language Acquisition and Preschool Academics project is grounded in research-based strategies and best practices for early childhood education, language development, and the unique needs of Deaf learners. Below is a summary of how these research findings support the purpose, goals, and intended objectives of the project.
1. Language Acquisition through Immersive, Thematic Learning
Research has shown that language acquisition in young children—especially Deaf children—benefits significantly from immersive, hands-on learning experiences. According to the National Association of the Deaf (NAD), early exposure to a rich language environment, including American Sign Language (ASL), is critical for Deaf children's cognitive, social, and academic development. Thematic units, which integrate language learning with meaningful, context-driven activities, provide an optimal framework for this immersion.
The project’s thematic units allow students to build vocabulary and concepts in ASL through exploration of tangible objects and real-world experiences. Studies have demonstrated that thematic learning enhances comprehension and retention by helping children connect new information to their existing knowledge. This project will enable Deaf preschool students at OSD to acquire language in a way that is both fun and developmentally appropriate.
2. Early Childhood Education and Academic Readiness
Research highlights that early childhood education is a key predictor of future academic success. The National Institute for Early Education Research (NIEER) has found that children who engage in high-quality early education programs are better prepared for later academic challenges, particularly in literacy, math, and social-emotional development. The proposed project not only promotes language development but also integrates essential preschool academics—such as early literacy, numeracy, and social skills—through hands-on, thematic activities.
By connecting thematic learning to key academic concepts, the project ensures that OSD students are exposed to foundational knowledge in ways that are meaningful and engaging. Studies show that play-based learning, which is a cornerstone of thematic units, supports the development of cognitive, physical, and emotional skills that prepare children for future learning. Through the sensory bins, interactive games, and storybooks, the project builds the critical academic skills Deaf children need in their early years.
3. Best Practices in Deaf Education
Best practices in Deaf education emphasize the importance of visual learning environments, multisensory approaches, and active engagement. According to the American Annals of the Deaf, Deaf children thrive when learning environments are designed to maximize visual and tactile input, enabling them to acquire language and academic concepts. The proposed thematic units are aligned with these best practices by incorporating visual aids, sign language storybooks, and interactive learning tools that support the development of language and academic skills.
Additionally, research underscores the importance of social interaction for language development in young children. The thematic units will provide opportunities for cooperative learning and socialization with peers, encouraging Deaf children to communicate, problem-solve, and engage with others in ASL. Social-emotional development is a crucial goal of the project, as it fosters confidence and the ability to navigate the world in ways that are both academically and socially empowering.
4. Inclusive and Culturally Relevant Materials
Research in inclusive education stresses the value of culturally responsive teaching and the use of age-appropriate materials that reflect the diverse backgrounds and needs of students. According to the Center for Responsive Schools, using materials that are relevant to children’s lives and experiences helps to foster engagement, motivation, and positive learning outcomes. The thematic units will include diverse resources that reflect the Deaf community’s culture, experiences, and language, ensuring that the curriculum is not only academically rigorous but also culturally affirming.
The materials selected for the thematic units—such as ASL-focused storybooks and visual aids—are carefully chosen to ensure that they are both age-appropriate and culturally relevant for Deaf students. By emphasizing visual learning and incorporating Deaf culture into the curriculum, this project aligns with the principle that children learn best when they see themselves and their community reflected in the materials and activities they engage with.
5. Intentional Integration of Social-Emotional Learning (SEL)
The social-emotional development of young children, particularly those who are Deaf, is a key area of focus in modern early childhood education. Research highlights that Deaf children, like their hearing peers, benefit from intentional instruction in emotional literacy, empathy, and self-regulation. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL programs that integrate social skills, self-awareness, and relationship-building into early education have been shown to improve long-term academic and social outcomes.
The thematic units will include activities that promote self-expression, conflict resolution, and cooperative play, which are essential components of SEL. These activities are designed to help Deaf students develop the emotional and social skills needed to navigate the world with confidence, fostering the connections and relationships that will support their academic success and overall well-being.
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Project Benefits
The Thematic Units for Language Acquisition and Preschool Academics project directly addresses an important need at Oregon School for the Deaf: the need for a comprehensive, language-rich curriculum that supports both early language acquisition and preschool-level academic development for Deaf children. There is a clear gap in resources that simultaneously focus on strengthening American Sign Language (ASL) proficiency and providing an engaging, hands-on learning environment that prepares children for future academic success. This project fills that gap by providing Deaf preschool students at OSD with thematic, interactive units that integrate ASL with foundational academic skills, fostering a well-rounded and inclusive learning experience.
1. The Need for Early Language Development in Deaf Children
Research and practice consistently show that early language exposure is essential for cognitive, academic, and social-emotional development. However, many Deaf children, especially those who are born into hearing families without access to ASL, experience delays in language acquisition. At OSD, we strive to create an environment where Deaf students can acquire language in a rich, immersive, and empowering way. Thematic units provide a multi-sensory, hands-on approach to language learning, which is crucial for Deaf students who may face challenges with traditional, auditory-focused teaching methods. This project ensures that Deaf preschoolers have access to language-rich experiences that build both their ASL fluency and early academic skills.
2. Number of Students Benefiting
This project will directly benefit approximately 10 preschool students, both Deaf and family members of Deaf family members (CODAs, SODAs, etc.) at OSD and we expect that number to grow. Thematic units will be integrated into the preschool curriculum and will serve as a foundation for language development and early learning across key academic areas. These students will engage with the materials and activities in small groups, providing them with individualized attention and support tailored to their specific developmental needs.
Additionally, the project will indirectly benefit a broader group of students as it can serve as a model for other classrooms within OSD. The thematic approach, materials, and resources developed for this project can be scaled or adapted for use with students at other grade levels, potentially benefiting more students in the future.
3. How Students Will Benefit
Language Acquisition: Thematic units are designed to immerse students in a language-rich environment where they are exposed to new ASL vocabulary, concepts, and grammar in meaningful, real-world contexts. Through activities such as storytelling, art projects, and play-based learning, students will acquire vocabulary and communication skills that are integral to their academic and social development. Research shows that Deaf children benefit from immersive, interactive language exposure, and this project will provide numerous opportunities for students to strengthen their ASL skills in an engaging and purposeful way.
Early Academic Development: The thematic units will integrate key preschool academic concepts, including early literacy (letters, sounds, and reading comprehension), numeracy (counting, shapes, and basic math concepts), and social-emotional skills (self-awareness, empathy, and relationship-building). By linking academic content with ASL, students will not only develop their language skills but will also gain foundational academic knowledge that is critical for their future success. This approach supports OSD’s mission of preparing Deaf students for a successful future both academically and socially.
Social-Emotional Growth: Social-emotional development is another key component of this project. Thematic units will encourage cooperative learning, turn-taking, and peer interactions, allowing students to practice communication, problem-solving, and emotional expression in ASL. By working in groups and participating in activities that promote self-awareness and empathy, students will develop important social skills that will help them navigate their world with confidence. Additionally, students will learn how to express themselves, manage emotions, and build relationships with others—skills that are crucial for thriving in school and in life.
Engagement through Hands-On Learning: The hands-on nature of thematic units means that students will actively engage with the content rather than simply receiving information passively. Research supports the idea that young children, particularly Deaf children, learn best when they can interact directly with materials, manipulate objects, and experience concepts in a concrete way. Sensory bins, interactive storybooks, and educational games will provide students with opportunities to learn through exploration and creativity, which fosters deeper understanding and engagement.
Building Community Connections: By focusing on thematic units related to family, community, nature, and other real-world themes, the project fosters a sense of connection and relevance for the students. It helps them understand the world around them and provides opportunities for them to relate their experiences to the academic content they are learning. This strengthens their sense of identity and belonging, particularly within the Deaf community, and supports OSD’s overarching goal of empowering Deaf students to engage meaningfully with the world.
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Project Evaluation
To effectively measure and evaluate the benefits of the Thematic Units for Language Acquisition and Preschool Academics project, we will implement a combination of quantitative and qualitative methods to track progress in language acquisition, academic development, and social-emotional growth. These evaluation methods will allow us to assess the impact of the project on our students and ensure that it is meeting the established goals. The results will be reported to FOSD to demonstrate the outcomes and success of the project.
Language Acquisition (ASL Proficiency)
Pre- and Post-Assessment of ASL Expressive Skills:
OSD has already conducted a pre-assessment of students' expressive ASL skills at the start of the school year. A post-assessment will be conducted at the end of the school year to compare students' ASL proficiency before and after participating in the thematic units. This will provide a clear measure of growth in students' ability to express themselves in ASL.
Comparative Data: The pre- and post-assessment data will be compared to determine the level of improvement in students' ASL expressive skills. This will be analyzed across the whole group as well as individually, allowing us to track the progress of each student.
Reporting to FOSD: The comparative data from the pre- and post-assessments will be shared with FOSD, showcasing how the thematic units contributed to the students' ASL language development.
Student-Specific Progress Data:
In addition to the pre- and post-assessments, student-specific progress data has been collected, focusing on key milestones and vocabulary targets. This data includes individual tracking of each student's progress in acquiring new signs, using ASL in context, and improving expressive and receptive language skills.
Final Evaluation: At the end of the school year, progress data will be re-assessed and compared to the initial data collected in the pre-assessment. This will provide valuable insights into the effectiveness of the thematic units in supporting language acquisition for each student.
Reporting to FOSD: Individual progress reports will be included in the final report to FOSD, illustrating the specific achievements of each student and providing a clear view of how the project has contributed to their ASL development.
Portfolio Documentation with Pictures
Photo Documentation:
To visually showcase students' learning experiences and the hands-on nature of the thematic units, pictures will be taken during each thematic unit to document the activities, student interactions, and finished projects. These pictures will serve as a valuable visual record of the learning process and student engagement.
Portfolio: All photos, along with key work samples, will be organized into a portfolio-style compilation for each thematic unit. This portfolio will provide a tangible, visual representation of student progress, participation, and learning outcomes.
Reporting to FOSD: A selection of these photos and student work will be included in the final report to FOSD, allowing them to see firsthand the impact of the thematic units on students' engagement and learning.
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Proposed Budget
$2,500/ $100 per weekly unit
This funding will be used to purchase materials and supplies needed for the implementation of thematic units in our preschool program. Specific materials include:
Storybooks with theme based and SEL content
Sensory play kits and art supplies
Educational games that support early literacy, numeracy, and motor development
Visual aids and props to support ASL learning
Currently, weekly thematic units excluding books is about $75. Since this is a new preschool, we are steadily building our preschool library with current texts, both fiction and non-fiction.
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Project Timeline
We have a selected thematic unit list that we are working through currently. Here is the list of thematic units:
December 2-6 is arctic animals
December 9-13 is Gingerbread People
December 16-20 is Snow (snow people, igloos, snow, etc.)
January 6-10 Doctor's Office
January 13-17 Bodies (Bones)
January 20-24 Bodies (Muscles)
January 27-31 Health (Germs)
February 3-7 Groundhog's day
February 10-14 Community Helpers (firefighters)
February 17-21 Community Helpers (dentists)
February 24-28 Community Helpers (Police and community safety)
March 3-7 Doctors, nurses, and veterinarians
March 10-14 Transportation Vehicles
March 17-21 Pet Responsibility
March 31-April 4 Dinosaurs
April 7-11 Spring and Plants
April 14-18 Plant Lifecycles
April 21-25 Farm Animals
April 28-May 2 Lifecycle of a chicken
May 5-9 Insects
May 12-16 Butterflies
May 19-23 Ocean Animals
May 26-30 Camping
June 2-6 Jungle Animals
June 9-13 Beach/Summer Fun
Dramatic Play
October Pumpkin Patch
November Play House
December Toy Workshop
January Doctor's Office
February Post Office, community helpers
March Vet and Pet Shop
April Flower Shop
May Camping
June Jungle
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Project Reporting and Accountability
I, Catherine Miller-Dixon, will be the responsible party for collecting data, reporting data, and submitting the final portfolio. I am working closely with our curriculum specialist, Gayle Robertson, and my direct supervisor, Boaz Edmunson. I am also consulting with our outreach coordinator, Kelsey Gilstrap, for the ASL expressive assessment data collection and analysis.
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Documents
