Project Narrative
We are requesting $2,500 in continued funding to support the development and enrichment of theme-based learning experiences in our Deaf and Hard of Hearing (DHH) language-rich preschool program. Last year’s funding allowed us to successfully introduce several high-interest thematic units—such as fall, winter snow, ocean, space, pets, dinosaurs, insects, and zoo—which have significantly supported language growth, engagement, and concept development among our young learners.
This year, we would like to build on that success by expanding our thematic library to include new units such as:
Weather
Leaves and Trees
Apples
Pumpkins
Nocturnal Animals
Native Americans (with a focus on age-appropriate, culturally respectful content)
We also hope to enhance our dramatic play centers by creating themed environments such as a coffee shop, bakery, and farm. These spaces are intentionally designed to foster expressive and receptive language development through imaginative play and peer interaction—key components of early childhood learning for DHH students.
It is important to note that these materials are not intended to replace or duplicate our core curriculum. OSD has generously provided the foundational instructional materials and content. Instead, the items requested through this grant will be used to supplement the core curriculum by enhancing interactive, sensory-rich learning opportunities across our classroom learning centers—including small worlds, dramatic play, the light table, and the sensory table. These tools create immersive language experiences that allow children to connect vocabulary and concepts to hands-on activities, increasing both comprehension and expressive use of language.
We have also identified a few additional items needed to supplement existing themes, such as dinosaur eggs for our dinosaur unit, which continues to be a highly engaging topic for our students.
By enriching our learning environment with these materials, we aim to further promote language acquisition, social communication, and curiosity-driven exploration. We are confident this investment will yield meaningful gains for our preschoolers, and we deeply appreciate your consideration in supporting our request.
Project Purpose, Goals, and Objectives
The purpose of this project is to enhance the language development and overall learning experiences of Deaf and Hard of Hearing (DHH) preschool students, and their hearing peers who are learning ASL, through the integration of supplemental, theme-based materials across multiple classroom learning centers. These materials—used in small world play, dramatic play, sensory tables, and light table activities—will provide visual, tactile, and context-rich opportunities for language acquisition and concept development that align with early childhood best practices and research-based strategies for DHH learners.
Research and best practices emphasize the following key components that support this proposal:
Language-Rich, Contextualized Learning
According to the Joint Committee on Infant Hearing (2019), early exposure to accessible language—whether through ASL, spoken English, or both—is critical for cognitive, social, and academic development in DHH children. Thematic units offer consistent, meaningful contexts that promote vocabulary development, concept reinforcement, and narrative skills. When themes are embedded in interactive and play-based experiences, language becomes more functional and memorable for young learners.
Multisensory and Visual Supports
DHH students benefit greatly from visual, hands-on, and experiential learning environments (Luckner & Cooke, 2010). Materials such as those requested for dramatic play, sensory tables, and small world areas provide multiple access points for children to explore themes in a way that supports both expressive and receptive language skills. Visual cues, real-world objects, and tactile materials create concrete learning opportunities that abstract instruction alone cannot provide.
Play-Based Learning
The National Association for the Education of Young Children (NAEYC) supports play as an essential vehicle for language and social development in early childhood. Dramatic play, in particular, provides natural opportunities for turn-taking, role-play, storytelling, and vocabulary usage—especially important for children acquiring language through visual modalities.
Deaf Education Principles
Best practices in deaf education emphasize the use of thematic, visual, and child-centered approaches that capitalize on a child’s strengths and interests. Language development in DHH preschoolers is best supported through repeated exposure to key concepts across modalities and settings. Supplementing core content with thematic materials deepens engagement and supports concept mastery.
Goals and Intended Objectives:
To enhance expressive and receptive language skills in ASL and/or spoken English through interactive, theme-based activities.
To supplement the existing core curriculum by providing hands-on materials for centers such as dramatic play, sensory tables, and small world exploration.
To promote concept development and thematic understanding through multisensory, immersive experiences.
To foster peer interaction and social-emotional growth by providing materials that support collaborative play and communication.
This project aligns with proven strategies in early childhood deaf education and will directly support our ongoing efforts to provide equitable, developmentally appropriate, and language-rich learning experiences for our preschool students.
Project Benefits
Currently, we have 12 students enrolled in our preschool program for the upcoming fall term, with new enrollments occurring on a regular basis. We anticipate reaching close to 15 students by fall 2025, and this number may continue to grow throughout the school year. All students in the program will benefit from the materials funded through this project.
Students will benefit in the following ways:
Expanded opportunities for expressive and receptive language practice using thematic vocabulary in meaningful, play-based contexts.
Increased access to visual and tactile materials that align with their communication needs and learning styles.
Enhanced peer interaction and social-emotional development through shared experiences in centers like dramatic play and small world exploration.
Deeper engagement with academic concepts such as weather, seasons, animals, and cultural topics, helping to build background knowledge and school readiness.
By providing the resources to create these enriched environments, this project directly supports OSD’s mission to deliver high-quality, individualized education to DHH students, setting the foundation for their future academic and social success.
Project Evaluation
The impact of this project will be measured through qualitative observation and documentation of student engagement, language use, and interaction within the enriched classroom environments. Our primary evaluation method will focus on how students access and utilize the new thematic materials to support their expressive and receptive language development, social interaction, and conceptual understanding.
At the close of the school year, we will compile and submit a comprehensive slideshow presentation to the Friends of OSD (FOSD), similar to what we provided in the previous grant cycle. This slideshow will include:
Photographs of students engaging with the materials in various centers (e.g., dramatic play, sensory table, light table, small worlds).
Narrative captions describing how the materials were used to support language objectives, classroom themes, and student interaction.
Examples of language-rich activities facilitated by the new materials, including group and individual play scenarios that promote communication.
Reflection from staff on the effectiveness of the materials and how they enhanced curriculum goals and student learning.
This visual and narrative approach provides an authentic, accessible way to demonstrate the real-world impact of the funding on our students and classroom environment. If this method continues to meet FOSD’s expectations, we are prepared and enthusiastic to follow the same model for this year’s grant reporting.
Proposed Budget
We are requesting $2,500—the same amount generously awarded last year—to purchase supplemental thematic unit materials for our DHH preschool classroom. These funds will support the creation of language-rich, hands-on learning experiences aligned with best practices in early childhood and deaf education.
These materials will be used across multiple centers in the classroom—such as the sensory table, dramatic play area, small world station, and light table—to reinforce thematic vocabulary and concepts in visually engaging, interactive ways.
Other Funding Efforts:
While we have explored additional funding sources, our options are limited due to our status as a state agency.
DonorsChoose.org is not available to us as it is not compatible with our state agency purchasing guidelines.
We may consider submitting a request to The Nightmare Factory, an OSD-affiliated fundraising entity, as a potential alternate or supplemental source. However, no formal request has been submitted at this time.
At this point, FOSD remains our primary and most feasible source of funding for these types of classroom enrichment materials. We are deeply grateful for your support and partnership in helping us provide equitable, engaging, and language-rich learning opportunities for our DHH preschool students.
Project Timeline
Our proposed project will run for the 2025–2026 school year, beginning in August 2025 and concluding in June 2026. Thematic units and dramatic play centers will be introduced and rotated regularly throughout the year to align with seasonal changes, curriculum pacing, and student interests.
Timeline Overview:
August 2025
Begin ordering materials for upcoming fall themes and dramatic play centers
Finalize classroom setup
Receive and organize purchased materials
September 2025
Begin planning of second theme unit of the year (October)
Launch first new dramatic play center (e.g., coffee shop or bakery)
October 2025 – May 2026
Continue implementation of new thematic units (e.g., weather, leaves/trees, apples, pumpkins, nocturnal animals, Native Americans)
Rotate and update dramatic play centers and supplemental materials across classroom centers
June 2026
Final documentation and photo collection
Submit slideshow report to Friends of OSD (FOSD) showing student engagement and use of materials
Funding Request and Availability:
We respectfully request that FOSD funds—$2,500 total—be made available by the second week of school (no later than mid-September 2025) to allow for timely purchasing and preparation of materials. Ideally, we would love to begin ordering as early as August 2025, as our first dramatic play center is already prepared and our first theme unit is fully supplied. Early access to funding would allow us to stay ahead in preparing engaging and language-rich environments for our students throughout the school year.
Project Reporting and Accountability
The individuals responsible for the implementation, documentation, and reporting of this project are preschool teachers Cat and Kaelyn. They will oversee the selection, organization, and integration of the thematic materials into the classroom, as well as monitor and document student engagement and outcomes throughout the school year.
At the conclusion of the project, Cat and Kaelyn will prepare and submit the final report to Friends of OSD (FOSD) within sixty (60) days of project completion. This report will include a slideshow presentation with photos and narrative descriptions showcasing how the materials were used and how they supported student learning and engagement.
Cat and Kaelyn will also be the primary points of contact and are accountable to FOSD for the overall success, proper use of funds, and timely reporting of the project’s outcomes.
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