Several Language Equality and Acquisition for Deaf Kids (LEAD-K) Michigan recommended assessments and other educational materials are now available at no cost to Michigan early intervention and school personnel. These resources support language and literacy development of children who are deaf or hard of hearing (DHH), ages five and younger.
Submit your request by March 27: LEAD-K Michigan Assessments and Materials Request Form
Individual providers and school teams are encouraged to communicate assessment, curricula, and literature needs with their supervisor.
Michigan early intervention and school personnel working with children who are DHH, ages five and younger, are invited to take the American Sign Language Proficiency Interview (ASLPI) at no cost. The ASLPI, offered by Gallaudet University, provides a clear evaluation of your overall ASL proficiency. This program runs March 1 – June 30, 2026.
Understanding your proficiency level helps you set intentional learning goals and strengthens your communication and instruction with children who are DHH. This opportunity is limited to one ASLPI assessment per applicant. To participate, complete the ASLPI Interest Form.
As school personnel, you play a critical role in the language-to-literacy journey for children who are deaf or hard of hearing (DHH), ages 0-5. These early years are a crucial window for brain development, especially for language learning, and the support you offer can shape the way a child understands, communicates, and eventually learns to read and write. Your work helps ensure that each child has full access to language so they can develop strong communication skills and have a foundation of language that is kindergarten ready.
Beyond supporting the child, you are also guiding families through important decisions, helping them feel informed, empowered, and connected to a team that truly understands their journey. By creating language-rich environments, supporting consistent language access, and modeling responsive interactions, you’re laying the groundwork for lifelong learning. Your partnership with families during this stage can make a powerful difference—not just in the classroom, but in every part of a child’s future.
The resources provided in this section are offered to guide school personnel in delivering high-quality, equitable support for DHH children. These tools offer evidence-based principles and best practices that align with current research on language access, early intervention, and educational planning for DHH learners.
Optimizing Outcomes for Students who are Deaf or Hard of Hearing [PDF]
