Enhancing Pediatric Care for Deaf and Hard of Hearing Children

For deaf and hard of hearing (DHH) children and their families, healthcare disparities are often rooted not in a lack of expertise but in a lack of direct communication. The National Association of the Deaf has identified reduced access to American Sign Language (ASL) fluent providers and limited understanding of Deaf culture as key contributors to mistrust and inequitable care. 

Deborah Mood, PhD, specializes in working with deaf and hard of hearing children as well as children with developmental disabilities. Through her work in Developmental Pediatrics at Children’s Hospital Colorado, she’s carved out clinical programs for DHH children. Now, she’s taking it to the next level — taking steps to ensure providers who work with deaf children learn ASL and understand Deaf culture.  

Last year, Dr. Mood brought the idea to Jaclyn Tyrcha, the Director of Outreach at the Colorado School for the Deaf and Blind. Tyrcha has spent over a decade working with deaf children in public schools and specialized programs. As a member of the Deaf community herself, Tyrcha brings professional and lived perspective to her work.  

“I was excited right away,” Tyrcha says. “When providers have even a basic understanding of Deaf culture, visual communication and ASL, it can shift how families experience that moment. It also has a lasting impact on the deaf child’s experience as they grow up navigating systems, language fluency, relationships and their own identity.” 

Partnering to expand awareness of ASL and Deaf culture 

Together, they launched the Colorado Commission for the Deaf, Hard of Hearing and DeafBlind grant-funded initiative ASL Access: Enhancing Pediatric Care for Deaf/Hard of Hearing Children. Through this grant, over 40 Children’s Colorado audiologists, speech language therapists and other health professionals who work with children who are DHH will receive ASL and Deaf culture instruction. 

“It’s a win-win partnership,” Dr. Mood says. “They’re excited to bring ASL and Deaf culture into the medical setting to help make care more accessible.” 

The eight-week class is primarily remote, held during lunchtime hours, with some on-site visits from the ASL team.  

“We got positive feedback from the clinicians. The instructors during an on-site visit went into the audiology booth to teach them in a very hands-on way,” Dr. Mood says.  

Jennifer Drohosky, AuD, lead of the Cochlear Implant Program, jumped at the opportunity to join the first cohort. Although she already had some familiarity with ASL, the experience helped her gain confidence and comfort, ultimately improving her skills.  

“Even knowing some signs and being willing to use them goes a long way. It gave me a deeper understanding of the culture and language to provide better care. That was well worth it,” Dr. Drohosky says.  

While any eight-week session isn’t going to make someone fluent in ASL, it’s still an important step forward in care. Inside the exam room, Dr. Mood encourages providers to continue using certified interpreters.  

“When you are signing with a deaf child, it automatically changes the rapport. We’re trying to model communication access and language equity for kids and their families,” Dr. Mood says.  

Outside of the exam room, Tyrcha says, equity starts with perspective.  

“When providers understand that the Deaf community is a linguistic and cultural minority — not just a diagnosis — it changes how they approach their role,” Tyrcha says.