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Abstract

This investigation reviewed existing services and gaps for young children who are deaf or hard of hearing (DHH) in Arizona and explored community-based approaches to improve access to language development resources. The study was conducted in two phases, each focusing on different approaches for language acquisition based on surveys of parents and providers. Phase I, completed in 2024, addressed listening and spoken language (LSL) as a methodology for language acquisition while Phase II, completed in 2025, focused on the use of American Sign Language (ASL). Findings from Phase I surveys found that 63% of parents reported using LSL as the primary communication approach with 35% using both LSL and signing. Providers confirmed limited access to certified LSL providers. Although many professionals reported using auditory-verbal or auditory-oral approaches, few held LSL certification and 86% expressed interest in receiving LSL training. Phase II parent survey results indicated 68% were using both signing and speaking with their children. Over half of the providers had not taken an ASL proficiency exam. Providers expressed the need for more native signers as well as more flexibility in employment requirements. Both groups cited a need for increased access to services outside of urban centers.

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