Critical Mass for a Language Rich Environment

The least restrictive environment is sometimes impacted by the population size found in any district. A “critical mass” is integral to providing a language rich environment for students who are DHH, but what is “critical mass?” 

In an article from Hands & Voices, Cheryl DeConde Johnson and Janet DesGeorges (2014) assert, “The term ‘critical mass’ can be defined as the number of students in a classroom, program or school that share common communication modes and characteristics and that is sufficient to support direct interaction opportunities among peers and adults.” The article goes on to discuss a myriad of considerations impacting critical mass including: IDEA and national initiatives, age and student need, communication, geography, and families. In looking at the considerations for program development, DeConde and DesGeorges address topics including program recommendations for urban and rural schools, districts, and state and national leaders for the promotion and support of programs where students have access to other children in a shared experience. The idea of critical mass importance further justifies the need for quality Florida Communication Plans.

Critical mass isn’t only reserved for students - teachers for students who are DHH are often among the smallest subcategories of teachers, again due to the low incidence of the population whom they serve. Stefanie Kessen (2021) examines critical mass in the 21st century, in an article from Supporting Success for Children with Hearing Loss. Her suggestions for developing a strong PLN (professional learning network), either face-to-face or online, gives professionals ideas “for how [they] can access or create a professional critical mass, [and] help [them] build a stronger identity, access role models, enhance [their] self-esteem and a better concept of self.”