Speech-language services for children who use sign language
Marissa Ramos
Speech-Language pathologist
M.A. L-slp CCC-slp
Welcome to Rise & Sign Therapies, LLC! My name is Marissa Ramos. I'm a speech-language pathologist fluent in ASL with a passion for working with children who are Deaf, DeafBlind, hard of hearing, and neurodiverse. I'm here to support them on their communication journey!
For Direct and Virtual Services in Louisiana- email me at Marissa@RiseSign.org
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Rise & Sign Therapies serves any child in need of speech or language therapy, whether Deaf, hearing, or hard of hearing.
Mission
Our mission is to provide a language-rich environment for children who use ASL, spoken language, and/or AAC by providing family-centered speech and language therapy services.
FAQs
Do you work on spoken language in your therapy sessions?
Absolutely! Both spoken language and sign language are prioritized in my therapy. I can provide resources for how to develop a language-rich environment in school and at home!
If my child learns sign language, does that mean they will be less likely to talk?
Not to worry! Research has shown that learning sign language can actually enhance spoken language development in ANY child, whether hearing, deaf, hard-of-hearing, or children with language delays.
How do we get started?
I provide free 15 minute consultations to address the unique needs of each child and connect the school or family to available resources.
Reviews
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Marissa Ramos, MA CCC-SLP
Fluent in ASL
13 years of ASL fluency"Superior" ranking on the Sign Language Proficiency Interview (SLPI) Assessment
ASHA Certified
LBESPA Licensed
Certificate of Clinical Competence (CCC-SLP) from the American Speech-Language and Hearing AssociationLicensed by the Louisiana Board of Examiners for Speech Pathology and Audiology
Education
BA & MA from University of HoustonCurrent doctoral student at Lamar University in Deaf Education
Community involvement
Appointed by Govenor John Bel Edwards to the Louisiana Commission for the Deaf as a professional who works with Deaf personsBoard Member for Louisiana School for the Deaf Foundation
Experience
Work experience in residential schools for the Deaf, public schools, early intervention, and private practice with clients from birth to age 22Current Early Steps provider
Neurodiversity Affirming
trauma-informed therapy
Compassionate services inclusive of all families
For more information, email us!
SERVICES
Individualized speech and language evaluations from a fluently signing speech pathologist
in-person speech and language therapy services for children and families in the Baton Rouge area (including Early Steps)
virtual speech and language therapy sessions for children across the state of Louisiana (including Early Steps)
consultations and trainings for school personnel working with deaf, hard of hearing, deafblind, or neurodiverse children, whether or not they know sign language
As a speech pathologist fluent in American Sign Language, I offer bilingual evaluations and linguistically appropriate therapy to deaf and hard-of-hearing students in Louisiana homes and schools. My expertise in ASL also benefits hearing students with language delays or developmental disorders. By choosing me, schools can ensure inclusive and equitable services that meet their students' unique communication needs.
For Deaf children, learning language skills takes time and specialized intervention from a team of the family, school, a speech-language pathologist, and the Deaf/signing community. Even when Deaf children have hearing aids or cochlear implants, learning to hear can be an effortful and strenuous task. These children often have significant delays in their language skills when not provided with the right supports. By using a combination of ASL & spoken language intervention, Deaf children have the potential develop language and literacy skills on par with their hearing peers.It is important that families and professionals know that just because a child is Deaf, it doesn't mean they have a reduced ability to learn!
Teaching your child ASL alongside spoken language can...
increase their communication ability in both spoken and signed languages
reduce anger and frustration for your child in the home, at school, and in the community
help your child improve their reading and writing skills
foster understanding of their strengths and build resilience
encourage social skill development
build self-esteem by gaining confidence in their ability to communicate effectively
increase cognitive abilities
develop visual and spatial awareness
develop a sense of identity and connection with Deaf adults
increase employment connections and opportunities
build independence in school
Resources
Articles
If you need articles to address the specific needs of a child, contact me.
Clark, M. D., Cue, K. R., Delgado, N. J., Greene-Woods, A. N., & Wolsey, J. A. (2020). Early Intervention Protocols: Proposing a Default Bimodal Bilingual Approach for Deaf Children. Maternal and child health journal, 24(11), 1339–1344. https://doi.org/10.1007/s10995-020-03005-2
Hall, M. L., Hall, W. C., & Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), 367–395. https://doi.org/10.1177/0142723719834102
Hall, M. L. (2016). Reading and Deaf Children: Bilingualism and Biliteracy in the Deaf Community. Oxford University Press.
Padden, C., & Ramsey, C. (2000). American Sign Language and reading ability in deaf children. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 165-189). Psychology Press.
Lillo-Martin, D., & Chen Pichler, D. (2011). Language development and language acquisition. In M. Marschark & P. E. Spencer (Eds.), The Oxford Handbook of Deaf Studies, Language, and Education (Vol. 2, pp. 69-84). Oxford University Press.
Emmorey, K., Borinstein, H. B., Thompson, R., & Gollan, T. H. (2008). Bimodal bilingualism. Bilingualism: Language and Cognition, 11(1), 43-61.
Petitto, L. A., Berens, M. S., Kovelman, I., Dubins, M. H., Jasinska, K., & Shalinsky, M. (2012). The "Perceptual Wedge Hypothesis" as the basis for bilingual signed and spoken language acquisition: Insights from studies of the neurobiology of language. In F. Grosjean & P. Li (Eds.), The Psycholinguistics of Bilingualism (pp. 229-256). Wiley-Blackwell.
Singleton, J. L., Morgan, D., DiGello, E., Wiles, J., Rivers, R., & Martinez, A. (2017). Research on American Sign Language and early intervention: Toward a better understanding of language acquisition in Deaf children. In L. B. M. Resende & D. V. Chadwick (Eds.), Innovations in Deaf Studies: The Role of Deaf Scholars (pp. 68-88). Oxford University Press.
Chamberlain, C., & Mayberry, R. I. (2000). ASL syntactic and narrative comprehension in skilled and less skilled readers: Bilinguals vs. monolinguals. Journal of Deaf Studies and Deaf Education, 5(1), 32-44.
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