Communication Options: A Discussion with Parents
|
|
- Chester McLaughlin
- 6 years ago
- Views:
Transcription
1 EHDI 2016 San Diego,CA Christine Kometer, M.Ed, LSLS Cert. AVEd Director, Education Services Amy Peters Lalios, MA,CCC-A, LSLS Cert. AVT Director, Therapy Services Communication Options: A Discussion with Parents
2 Options are not necessarily common knowledge! Families should be made aware of all communication options and available hearing technologies in an unbiased manner. Information..communicated in culturally sensitive and understandable format. Informed family choice and desired outcome should guide the decision making process. American Academy of Pediatrics Joint Committee on Infant Hearing (2007) Many parents do not get information about options from their audiologist and medical team Matthews, et al., 2009;Berg et. al., 200)
3 Why Discuss? Family decision Parents in control 92% report they are happy with their decision Professionals in control- 7.7% report they are happy with the decision *61.5% report they Don t know ~Lisa Crawford, Texas H&V (EHDI 2009)
4 Shared priority: All families deserve unbiased, complete information about communication/ language / education options Alexander Graham Bell American Society for Deaf Children Gallaudet University/ Clerc Center Hand & Voices Joint Commission on Infant Hearing National Association of the Deaf National Cued Speech Association NCHAM/ EHDI
5 Complex Issue Age of Identification Onset of Hearing loss Degree of Hearing loss Benefit from Hearing Aids Family Dynamics: Siblings & Extended Family Lifestyle Bilingual issues Culture & Values Attitude & Commitment Finances Multiple Issues or Labels Family Support System Urban or Rural Availability of Resources Technology Parents can choose sound Validity of testing Society issues Beliefs about Disability Social Isolation Child s Innate Abilities: learning style, personality, development, inclinations Peers & Social Outlets Educational Options Long term Goals Validity of information Flexibility and fluidity of choicemaking process Let the child lead Copyright 2006 Hands & Voices
6 Where we begin Images: biographixmedia.com Image:
7 Brain Architecture video (1 minute, 57 seconds) - Center on the Developing Child Harvard University Animation depicting synapses in the brain and the basis for neural pathway development. This process is important for all senses
8 Hearing Loss = Neurodevelopmental 911! Experience Dependent Plasticity! Take advantage of neuro developmental synchrony so that children can become morpho syntactically competent language users.
9 Early Experiences Matter! Source: Corel, JL. The postnatal development of the human cerebral cortex. Cambridge, MA: Harvard University Press;
10 Use it or lose it Connections frequently activated are reserved, strengthened & more efficient Connections not consistently activated are naturally repurposed or pruned allowing active connections to strengthen and grow
11 Windows of opportunity are present at birth The [cerebral] cortex matures in stages/columns and the level of maturity depends on the richness of exposure and experience. 1 Stimulation with sound should occur as early as possible to take advantage of critical periods of neurological and linguistic development 2,3 1. Merzenich, 2010 ; 2. Lennenberg, 1967; Marler, 1970; Clopton and Winfield, 1976; Johnson and Newport, 1989; Newport, 1990: 3. Sharma and Nash, 2009
12 Early experiences can have a profound effect on brain development!
13 What it Takes: Communication & Language Development Children learn language most easily when actively engaged in relaxed, meaningful interactions with supportive parents and caregivers Kretschmer & Kretschmer, 1978; Lennenberg, 1967; Leonard, 1991; Ling, 1989; MacDonald & Gilletter, 1989; Menyuk, 1977; Ross, 1990; Estabrooks, 1994
14 What it Takes: Communication & Language Development Sensory Pathways Visual / Auditory Options for amplification technology Sustained effort towards development
15 What it Takes: Communication & Language Development Language Input Complete, fluent language Meaningful, relevant Abundant Contextual Repetitive Intentional Developmentally appropriate
16 What it Takes: Communication & Language Development Consistent Use Meaningful repetition Expectation(s) Access to other users of the language Developmental appropriateness
17 Underlying Assumptions Anything is possible Every option is open to almost every child and family Parents as decision-makers: Captain of the ship Team is the crew : help you meet your goals for your child and family Preferred Option may change Child s skills and functional abilities can be positively influenced by intentional interaction
18 Receptive Communication Continuum Fully Visual Communicator Mostly Visual Communicator Mostly Auditory Communicator Fully Auditory Communicator V VA VA Av A Receptive Communication V Depends on visual information from signs / ASL VA Depends on signs / ASL; gets some benefit from auditory information VA Able to understand both signs / ASL and spoken language at high levels of fluency Av Depends on spoken language with some signs or gestures (often for larification) A Depends on auditory information through spoken language Nussbaum, D., Scott, S., Waddy-Smith, B., Koch, M. (2006, abril). Spoken Language and Sign: Optiminzing Learning for children with Cochlear Implants. Paper presented at Laurent Clerc National Deaf Education Center, Washington, D.C.
19 Expressive Communication Continuum Fully Sign Communicator Mostly Sign Communicator Mostly Oral Communicator Fully Oral Communicator S So SO Os O Expressive Communication S Uses signs / ASL only So Uses signs / ASL with some oral communication SO Able to use both sign and oral communication at high levels of fluency Os Uses spoken language with some signs or gestures (often for clarification) O Uses spoken language only Nussbaum, D., Scott, S., Waddy-Smith, B., Koch, M. (2006, abril). Spoken Language and Sign: Optiminzing Learning for children with Cochlear Implants. Paper presented at Laurent Clerc National Deaf Education Center, Washington, D.C.)
20 Initial Considerations for Parents How does your child communicate now? How do you envision your child communicating in the future? Movement on the continuum is possible. Functioning can be positively influenced by intentional interaction
21 Considerations for Parents What are your long-term goals for your child/family? Do you know anything about any of the communication options? What kind of school experience do you want for your child?
22 Also known as DEFINITION GOALS & OUTCOMES HOW LANGUAGE IS UNDERSTOOD HOW LANGUAGE IS EXPRESSED AMPLIFICATION (HEARING AIDS, COCHLEAR IMPLANTS, FM SYSTEMS, ETC.) WHAT IT TAKES SCHOOL AGE CONSIDERATIONS American Sign Language (ASL) and English as a 2 nd Language Bilingual / Bicultural Bi Bi ASL is the language of the Deaf community and an important part of their culture and identity ASL has its own distinct grammar and does not match spoken English ASL is a fluid, rich language with slang, idioms, etc. The child learns ASL as his/her primary language and learns English as a second language through reading To appreciate the differences between the hearing & Deaf communities Richer understanding of and participation in Deaf culture Child interacts with other ASL users and develops understanding of ASL through rich language exposure English is taught as a second language after child has strong foundation in ASL ASL Written English (or other) Varying proficiency may occur within both language systems Use of amplification is not a requirement for success Parents and family must become proficient in ASL if they are not already Access to Deaf and/or hearing adults fluent in ASL Bilingual-bicultural approaches are most commonly found in residential schools for the Deaf Adapted from NC Beginnings ( Cued Speech Total Communication Auditory Oral Auditory Verbal Listening and Spoken Language A sound-based hand supplement to speech reading 8 handshapes used in 4 locations ( cues ) Cues are used simultaneously while speaking to make help distinguish sounds that look the same on the mouth of spoken language look visually different To access the basic, fundamental properties of spoken languages through the use of vision Has been adapted to 60+ languages and dialects Child learns to understand language using amplification and read speech through cues which represent different sounds Spoken language (with cues) Written English (or other) Maximal use of remaining hearing is strongly encouraged Parents and family are the primary teachers of cued speech to their child Parents must cue at all times while speaking Must learn to cue fluently Child may require a transliterator: a proficient cuer who cues what the teacher(s) and peers say Simultaneous Communciation SimCom or TC A philosophy using a combination of methods including: sign language system, finger spelling, body language, speech, speech reading, listening and amplification. Signs used are not ASL but rather signs borrowed from ASL layered over English to follow English grammar and word order To use any available tool to help the child communicate depending on the situation and conversational partner Child learns to understand language (spoken, signed or both) through rich language exposure to spoken language, a formal signed system and speech reading Spoken language Sign language (not ASL) Fingerspelling & written English (or other) Varying proficiency may occur within both language systems Maximal use of remaining hearing is strongly encouraged Parents and family must learn the sign system Parents must encourage full-time use of amplification Families should consider a language plan to ensure adequate exposure to both signed and auditory systems Placement options vary by district Class would typically be taught by Teacher of the Deaf & HOH Oral A therapy approach emphasizing teaching child to use his/her hearing, speech reading and visual cues to understand and use spoken language To develop listening and spoken language skills to the child s best potential Child learns to understand spoken language through (aided) listening and speech reading Spoken language Written English (or other) Early and consistent and maximal use is critical Parent and family must integrate therapeutic techniques and strategies into daily routines Parents must encourage fulltime use of amplification Placement options vary by district Class would typically be taught by Teacher of the Deaf & HOH AV Therapy A therapy approach which guides and coaches parents to teach their child spoken language through maximal development of listening skills Uses natural developmental patterns of language learning, listening and cognition Requires a certified Auditory Verbal Therapist or Auditory Verbal Educator To integrate listening and spoken language into all aspects of the child s life To promote education in neighborhood schools with typically-hearing peers Child learns to understand spoken language through (aided) hearing Does not rely on speech reading or visual cues for understanding Spoken language Written English (or other) Early, consistent and maximal use is critical Parents and family must integrate therapeutic techniques and strategies into daily routines Parents must encourage fulltime use of amplification Ultimate goal is mainstream classroom setting with typically hearing peers May continue to receive support in and out of class
23 Receptive Communication Continuum Fully Visual Communicator Mostly Visual Communicator Mostly Auditory Communicator Fully Auditory Communicator V VA VA Av A Receptive Communication V Depends on visual information from signs / ASL VA Depends on signs / ASL; gets some benefit from auditory information VA Able to understand both signs / ASL and spoken language at high levels of fluency Av Depends on spoken language with some signs or gestures (often for larification) A Depends on auditory information through spoken language Nussbaum, D., Scott, S., Waddy-Smith, B., Koch, M. (2006, abril). Spoken Language and Sign: Optiminzing Learning for children with Cochlear Implants. Paper presented at Laurent Clerc National Deaf Education Center, Washington, D.C.
24 Expressive Communication Continuum Fully Sign Communicator Mostly Sign Communicator Mostly Oral Communicator Fully Oral Communicator S So SO Os O Expressive Communication S Uses signs / ASL only So Uses signs / ASL with some oral communication SO Able to use both sign and oral communication at high levels of fluency Os Uses spoken language with some signs or gestures (often for clarification) O Uses spoken language only Nussbaum, D., Scott, S., Waddy-Smith, B., Koch, M. (2006, abril). Spoken Language and Sign: Optiminzing Learning for children with Cochlear Implants. Paper presented at Laurent Clerc National Deaf Education Center, Washington, D.C.)
25 American Sign Language (ASL) ASL is a full, complete language with its own syntax and grammar system Provides access to the Deaf community Requires parental knowledge of and fluency in ASL No written form ASL users learn written English as a second language Bilingual / Bi-Cultural specialized programs exist, including most state schools for the Deaf
26 Total Communication / Simultaneous Communication Philosophy involving the use of a signed language system and spoken English simultaneously Requires parental knowledge of and fluency in signed system Child asked to process two sensory stimuli simultaneously May provide the child the opportunity to be bilingual In school: Variability exists in implementation of TC/SimCom programs Classmates generally have hearing loss and use same mode
27 Cued Speech Handshapes are used as symbols to clarify phonemes that look the same on the mouth when produced Not a language but rather a symbolic system of speech phonemes Requires family members learn to cue Can be a supplement to residual hearing and use of amplification Widely used in some areas of the country and hardly used in others In school: May need staff who can cue to facilitate comprehension in classroom Peers and classmates may or may not cue for themselves
28 Auditory Oral Approach Promotes listening skills and spoken language A therapy approach emphasizing teaching child to use his/her hearing, speech reading and visual cues to understand and use spoken language Speech reading, natural gestures and facial expressions are also promoted In school AO classrooms promote listening skills and spoken language; classmates often also have hearing loss Teachers of the Deaf and Hard of Hearing
29 Auditory-Verbal Therapy Promotes development of spoken language and communication skills through listening Uses optimal amplification to guarantee access to sound A developmental, comprehensive therapeutic approach coaching caregivers / parents Parents become the primary facilitators of their child s spoken language development Providers hold LSLS certification designated as LSLS AVT or LSLS AVEd In school: Goal: mainstream classroom with typically hearing peers
30 Complex Issue Age of Identification Onset of Hearing loss Degree of Hearing loss Benefit from Hearing Aids Family Dynamics: Siblings & Extended Family Lifestyle Bilingual issues Culture & Values Attitude & Commitment Finances Multiple Issues or Labels Family Support System Urban or Rural Availability of Resources Technology Parents can choose sound Validity of testing Society issues Beliefs about Disability Social Isolation Child s Innate Abilities: learning style, personality, development, inclinations Peers & Social Outlets Educational Options Long term Goals Validity of information Flexibility and fluidity of choicemaking process Let the child lead Copyright 2006 Hands & Voices
31 Parent / Family Opportunities FamilyLink Activities Monthly outing Pizza Party Orientation Community Partnerships Annual Events for current and past families Program Specialists State GBYS State Deaf Mentor Program Wisconsin Families for Hands & Voices Wisconsin chapter of AG Bell Wisconsin Statewide opportunities via WESPDHH Outreach
32 Ultimate Goal for ALL Children Well-adjusted, self confident child who uses language to successfully interact with others Child with the necessary foundational skills to be ready to learn at school entry
Happy! Who Are We? 3/9/2015
Happy! Considerations for ASL and Spoken English Bilingual Development in Young Children Who are Deaf or Hard of Hearing: An Overview Debra Trapani &Rebecca Stevener EHDI Pre-Conference Workshop March
More informationI. Language and Communication Needs
Child s Name Date Additional local program information The primary purpose of the Early Intervention Communication Plan is to promote discussion among all members of the Individualized Family Service Plan
More informationTExES Deaf and Hard-of-Hearing (181) Test at a Glance
TExES Deaf and Hard-of-Hearing (181) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name
More informationRevisited. Choices in Deafness: CDC Teleconference August 23, Mary E. Koch, MA, CED
Choices in Deafness: Revisited CDC Teleconference August 23, 2005 Mary E. Koch, MA, CED Auditory Education Consultant Baltimore, MD auditoryed@aol.com 1 Hello to each of you I am Mary Koch First a word
More informationAreas to Address with All Families
Areas to Address with All Families Whose Infants/Toddlers are Identified as Deaf or Hard of Hearing A Checklist and Guide for Family Resources Coordinators and Early Intervention Services Providers This
More informationThese materials are Copyright NCHAM (National Center for Hearing Assessment and Management). All rights reserved. They may be reproduced
These materials are Copyright 2015-2017 NCHAM (National Center for Hearing Assessment and Management). All rights reserved. They may be reproduced and distributed in print or electronic format at no cost
More informationMaine Educational Center For The Deaf and Hard of Hearing Bilingual/Bimodal Inclusive Early Childhood Program
Maine Educational Center For The Deaf and Hard of Hearing Bilingual/Bimodal Inclusive Early Childhood Program Early Childhood Program Evolution of an ASL/English Bilingual Bimodal Approach Growth as an
More informationMaine s Collaborative Early Intervention Model You can do it too!
Maine s Collaborative Early Intervention Model You can do it too! Clerc Center National Outreach Conference Karen Hopkins, M.Ed CAGS Director of Early Childhood Education and Family Services Maine Educational
More informationExpression of Interest. Coaching and Mentoring: Auditory-Verbal Therapy
Expression of Interest Coaching and Mentoring: Auditory-Verbal Therapy The Victorian Deaf Education Institute is offering a three year mentoring course for Auditory-Verbal Therapy in 2016. What is a Listening
More informationEarly Intervention Services for Children Who Are Deaf or Hard-of-Hearing and Their Families
Maryland State Department of Education Technical Assistance Bulletin Division of Special Education/Early Intervention Services Birth 4 Birth K Three 5 Three 21 Birth 21 Early Intervention Services for
More informationBilingualism: Part II. ASL/English Bilingual Education. ASHA Convention 2006 Susanne Scott
Bilingualism: Part II ASL/English Bilingual Education ASHA Convention 2006 Susanne Scott Laurent Clerc National Deaf Education Center Gallaudet University Agenda Who We Are Language Planning at the Laurent
More informationA PARENT S GUIDE TO DEAF AND HARD OF HEARING EARLY INTERVENTION RECOMMENDATIONS
A PARENT S GUIDE TO DEAF AND HARD OF HEARING EARLY INTERVENTION RECOMMENDATIONS 2017 Developed by the Early Hearing Detection & Intervention Parent to Parent Committee A PARENT S GUIDE TO DEAF AND HARD
More informationResearch findings Current trends in early intervention How can you make a difference?
Research findings Current trends in early intervention How can you make a difference? First deaf person they met was Discovery of having a deaf child is unexpected Impact of having a deaf child is unknown
More informationWhat is the Role of the Hearing Specialist in Early Steps? Karen Anderson, PhD Coordinator of Early Intervention Services for Hearing and Vision
What is the Role of the Hearing Specialist in Early Steps? Karen Anderson, PhD Coordinator of Early Intervention Services for Hearing and Vision What is a Hearing Specialist? A person with expertise in
More informationTo learn more, visit the website and see the Find Out More section at the end of this booklet.
Loving Your Child, Learning How to Help Congratulations! As a parent of a precious baby or young child, you have a wonderful journey ahead. The fact that your child has a hearing loss is only one part
More informationEHDI in Michigan. Introduction. EHDI Goals and Communication Options. Review of EHDI Goals. Effects of Universal Newborn Hearing Screening (UNHS)
EHDI Goals and Communication Options Anita Vereb,, MS, CCC-A University of Michigan Division of Audiology Introduction Hearing loss is the most frequently occurring birth defect 2 out of every 1000 babies
More informationCochlear Implant Education Center
Cochlear Implant Education Center Cochlear Implants and Sign Language: Building Foundations for Effective Educational Practices Establishing an ASL/English Bilingual Program to Meet the Needs of Children
More informationMy View On Services. Karen Aguilar, MJ, Coalition Director
My View On Services Karen Aguilar, MJ, Coalition Director Reasons for the Survey Funders Data instead of anecdotal Use for programming going forward Reduce Lost to Follow-up Thank You Young, A.M., Gascon-Ramos,
More information3/16/2016. Learning Objectives. Benefits of Bilingual/Bimodal Preschool Programming. Bilingual/Bimodal Inclusive Early Childhood Program
Bilingual/Bimodal Inclusive Early Childhood Program. Maine Educational Center for the Deaf and Hard of Hearing Learning Objectives will be able to explain the benefits of bilingual bimodal programming
More informationKarla Giese What Is Cued Speech?
Karla Giese, MA, is director of Student Support Services at the Alexander Graham Bell Montessori School- Alternatives in Education for Hard of Hearing and Deaf Individuals as well as coordinator of CHOICES
More informationUse of Auditory Techniques Checklists As Formative Tools: from Practicum to Student Teaching
Use of Auditory Techniques Checklists As Formative Tools: from Practicum to Student Teaching Marietta M. Paterson, Ed. D. Program Coordinator & Associate Professor University of Hartford ACE-DHH 2011 Preparation
More informationA Road Map to Listening and Spoken Language
A Road Map to Listening and Spoken Language ELIZABETH GAFFNEY, LSLS CERT. AVED Disclaimer Elizabeth Gaffney, M.E.D, LSLS Cert AVEd is co-author of Auditory Verbal Strategies to Build Listening and Spoken
More informationThere are often questions and, sometimes, confusion when looking at services to a child who is deaf or hard of hearing. Because very young children
There are often questions and, sometimes, confusion when looking at services to a child who is deaf or hard of hearing. Because very young children are not yet ready to work on specific strategies for
More informationCochlear Implant Education Center
Cochlear Implant Education Center Cochlear Implants and Sign Language: Building Foundations for Effective Educational Practices Designing Programs and Services for Children with Cochlear Implants: The
More informationB -3 Programs of Various Communication Modes Collaborating to Serve Families
B -3 Programs of Various Communication Modes Collaborating to Serve Families IECC May 8, 2014 Kim Hamren MEd, CED, LSLS Cert. AVT Teacher of the Deaf Jill Bargones Ph.D., CCC-A Teresa Davenport M.Ed,Teacher
More informationCommunication Options and Opportunities. A Factsheet for Parents of Deaf and Hard of Hearing Children
Communication Options and Opportunities A Factsheet for Parents of Deaf and Hard of Hearing Children This factsheet provides information on the Communication Options and Opportunities available to Deaf
More informationTechnical Report #2 Testing Children Who Are Deaf or Hard of Hearing
Technical Report #2 Testing Children Who Are Deaf or Hard of Hearing September 4, 2015 Lori A. Day, PhD 1, Elizabeth B. Adams Costa, PhD 2, and Susan Engi Raiford, PhD 3 1 Gallaudet University 2 The River
More informationPediatric Hearing Loss and Neurodevelopment. Susan Sidman, M.Ed.
Pediatric Hearing Loss and Neurodevelopment Susan Sidman, M.Ed. Susan Sidman, M.Ed. Mental Health Therapist/Deafness Specialist/Assessment Specialist Psychiatric Services for Deaf and Hard of Hearing Children
More informationTEACHING SPEECH AND LISTENING USING AUDITORY VERBAL STRATEGIES. SP ED 5530 and 6530 FALL 2014
TEACHING SPEECH AND LISTENING USING AUDITORY VERBAL STRATEGIES SP ED 5530 and 6530 FALL 2014 INSTRUCTOR: Marilyn Madsen Office: Scera Park Utah School for the Deaf Extension Orem, Utah (801) 431-5103 Email:
More informationSurveying Pennsylvania s Families of Young Children who are Deaf/Hard of Hearing
Surveying Pennsylvania s Families of Young Children who are Deaf/Hard of Hearing Results of the FY 2016-17 Family Satisfaction Survey & Record Review Your chance to think how to use this information in
More informationArts and Entertainment. Ecology. Technology. History and Deaf Culture
American Sign Language Level 3 (novice-high to intermediate-low) Course Description ASL Level 3 furthers the study of grammar, vocabulary, idioms, multiple meaning words, finger spelling, and classifiers
More informationAdvocating for the Needs of the Oral Deaf Student
Advocating for the Needs of the Oral Deaf Student Grey & Grey 233 Wilshire Blvd., Suite 700 Santa Monica, CA 90401 310/444-1980 310/444-1970 fax I. General Introduction The educational needs of the oral
More informationCODE OF COLORADO REGULATIONS 1 CCR Colorado State Board of Education
5.04 Special Education Specialist: Deaf/Hard-of-Hearing (Ages Birth-21) To be endorsed as a special education specialist: deaf/hard-of-hearing, an applicant shall hold an earned master s or higher degree
More informationThe Two I s in EHDI: Intervention and Impact. Teresa H. Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT Hearts for Hearing Oklahoma City, OK
The Two I s in EHDI: Intervention and Impact Teresa H. Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT Hearts for Hearing Oklahoma City, OK Hearing Loss Facts: Brief Overview The most common birth anomaly: 2 to
More informationAttitudes, Accommodations and Advocacy, Oh My!
Attitudes, Accommodations and Advocacy, Oh My! Must Reads Classroom Acoustics Impact on Listening and Learning https://successforkidswithhearingloss.com/for-professionals/classroom-acoustics-impact-on-listening-and-learning/
More informationSLP s Personal Shift in Language Pedagogy as a Parent of a Deaf Child Benefits of Speech and Sign
SLP s Personal Shift in Language Pedagogy as a Parent of a Deaf Child Benefits of Speech and Sign Lynn Gold, M.A. Speech Language Pathologist Anaheim School District, CA Erika Thompson, M.A., Community
More informationDEAF CULTURE AND THE DEAF COMMUNITY IT S MORE THAN SPEECH : CONSIDERATIONS WHEN WORKING WITH DEAF AND HARD OF HEARING INDIVIDUALS 9/21/2017
Introduction IT S MORE THAN SPEECH : CONSIDERATIONS WHEN WORKING WITH DEAF AND HARD OF HEARING INDIVIDUALS Graduated from Ball State University Bachelor s 2013 Graduated from Ball State University Master
More informationBuilding Self-Advocacy Skills During Early Intervention. EHDI Maura Berndsen, MA, CED, LSLS Cert. AVT
Building Self-Advocacy Skills During Early Intervention EHDI-03.10.2015 Maura Berndsen, MA, CED, LSLS Cert. AVT DISCLOSURES AND INTRODUCTIONS I have the following relevant financial relationship(s) in
More informationMaine s Family Centered Exploration of Communication Opportunities
Maine s Family Centered Exploration of Communication Opportunities Karen Hopkins M.Ed Kristen Shorey M.Ed Pam Lovejoy MA Maine Educational Center for the Deaf and Hard of Hearing Learning Objectives Participants
More informationMaking Connections: Early Detection Hearing and Intervention through the Medical Home Model Podcast Series
Making Connections: Early Detection Hearing and Intervention through the Medical Home Model Podcast Series Podcast 2 Utilization of the Teach-Back Methodology in Early Hearing Detection and Intervention
More informationSUBCHAPTER I. PROGRAMS FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING. Sec DEFINITIONS. In this subchapter:
Texas Deaf Children s Bill of Rights SUBCHAPTER I. PROGRAMS FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING Sec. 29.301. DEFINITIONS. In this subchapter: (1) "Admission, review, and dismissal committee" means
More informationHearing Impaired K 12
Hearing Impaired K 12 Section 20 1 Knowledge of philosophical, historical, and legal foundations and their impact on the education of students who are deaf or hard of hearing 1. Identify federal and Florida
More informationThe Two I s in EHDI: Intervention and Impact. Teresa H. Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT Hearts for Hearing Oklahoma City, OK
The Two I s in EHDI: Intervention and Impact Teresa H. Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT Hearts for Hearing Oklahoma City, OK As the CEO of EI Services Hearing Loss Facts: Brief Overview The most
More informationOHIO ASSESSMENTS FOR EDUCATORS (OAE) FIELD 044: SPECIAL EDUCATION SPECIALIST: DEAF/HARD OF HEARING
OHIO ASSESSMENTS FOR EDUCATORS (OAE) FIELD 044: SPECIAL EDUCATION SPECIALIST: DEAF/HARD OF HEARING June 2013 Content Domain Range of Competencies Approximate Percentage of Assessment Score I. Understanding
More informationUSING CUED SPEECH WITH SPECIAL CHILDREN Pamela H. Beck, 2002
USING CUED SPEECH WITH SPECIAL CHILDREN Pamela H. Beck, 2002 Cued Speech is used with children with and without hearing loss for a variety of purposes, such as accelerating the learning phonics or speech
More informationProfessional Development Program 2016
Professional Development Program 2016 Who should attend? Itinerant support teachers for children with hearing loss K-12 teachers Early intervention specialists Preschool staff Child care workers The Shepherd
More informationFamilies with Young Children who are Deaf and Hard of Hearing in Minnesota
Families with Young Children who are Deaf and Hard of Hearing in Minnesota A Mentoring Needs Assessment Conducted for Lifetrack Executive summary Introduction Wilder Research was contracted by Lifetrack
More informationAn ASL/English Bilingual Parent-Infant Program
An ASL/English Bilingual Parent-Infant Program Debra Cushner, Parent- Infant Teacher Debra Nussbaum, Coordinator, Cochlear Implant Education Center Laurent Clerc National Deaf Education Center, Gallaudet
More informationThe Importance of Developing Long Range Plans for Children who are Deaf and Hard of Hearing
The Importance of Developing Long Range Plans for Children who are Deaf and Hard of Hearing Krista S. Heavner, MS CCC-SLP; LSLS Cert AVT Sherri Vernelson, M Ed; LSLS Cert AV Ed ACIA 2014 Nashville, TN
More informationthe time is now: wisconsin s journey towards improving early intervention services
Marcy Dicker is the director of Outreach for the Wisconsin Educational Services Program for the Deaf and Hard of Hearing. Her background is in providing services to young children, birth to age 3, who
More informationConcept & Language Development in Young Children who are Deaf/Hard of Hearing or Visually Impaired
Concept & Language Development in Young Children who are Deaf/Hard of Hearing or Visually Impaired Renee Ellis, M.Ed. VI Educational Consultant - Infants/Early Childhood Texas School for the Blind & Visually
More informationHands & Voices Family Leadership In Language & Learning (FL3) DHH Guidelines
Hands & Voices Family Leadership In Language & Learning (FL3) DHH Guidelines Guidelines for Deaf And Hard of Hearing Mentor/Guide/ Role Model Programs Hands & Voices Headquarters PO Box 3093 Boulder CO
More informationEarly Hearing Detection and Intervention (EHDI): The Role of the Medical Home
Early Hearing Detection and Intervention (EHDI): The Role of the Medical Home A PRESENTATION FROM THE AMERICAN ACADEMY OF PEDIATRICS Hearing Facts Early identification and intervention of a child who is
More informationSPECIAL EDUCATION DEAF EDUCATION ENDORSEMENT PROGRAM
505-3-.98 SPECIAL EDUCATION DEAF EDUCATION ENDORSEMENT PROGRAM To Become Effective June 15, 2016 Nature of Amendment(s): Substantive Clarification Further Discussion: It is proposed that GaPSC Rule 505-3-.98
More informationUsing Cued Speech to Support Literacy. Karla A Giese, MA Stephanie Gardiner-Walsh, PhD Illinois State University
Using Cued Speech to Support Literacy Karla A Giese, MA Stephanie Gardiner-Walsh, PhD Illinois State University Establishing the Atmosphere What is this session? What is this session NOT? Research studies
More informationOnline Courses for Parents and Professionals Who Want to Know More About Children who are Deaf or Hard of Hearing
fl pennsylvania OFRCE OF CHILD DEVELOPMENT AND EAR Y LEARNING New Online Co u r s e s! Online Courses for Parents and Professionals Who Want to Know More About Children who are Deaf or Hard of Hearing
More informationNew Mexico TEAM Professional Development Module: Deaf-blindness
[Slide 1] Welcome Welcome to the New Mexico TEAM technical assistance module on making eligibility determinations under the category of deaf-blindness. This module will review the guidance of the NM TEAM
More informationASHA 2007 Boston, Massachusetts
ASHA 2007 Boston, Massachusetts Brenda Seal, Ph.D. Kate Belzner, Ph.D/Au.D Student Lincoln Gray, Ph.D. Debra Nussbaum, M.S. Susanne Scott, M.S. Bettie Waddy-Smith, M.A. Welcome: w ε lk ɚ m English Consonants
More informationPotential Outcomes for Children Who Are Deaf-Blind with Cochlear Implants
Facilitating Communication & Language for Children with Cochlear Implants and Vision Impairments EARLY HEARING DETECTION & INTERVENTION Addison, Texas March 10 th, 2009 Kathleen Stremel stremelk@wou.edu
More informationEHDI National EHDI Meeting
EHDI 101 2015 National EHDI Meeting Presenters Hallie Morrow, MD, MPH, EHDI Systems Any Hunt, M.S Early Intervention Marcus Gaffney, MA, Centers for Disease Control and Prevention (CDC) National Structure
More informationQuestion 2. The Deaf community has its own culture.
Question 1 The only communication mode the Deaf community utilizes is Sign Language. False The Deaf Community includes hard of hearing people who do quite a bit of voicing. Plus there is writing and typing
More informationLearning to Listen with Hearing Technologies: An interdisciplinary perspective on aural rehabilitation. Do not copy without permission of the author
Learning to Listen with Hearing Technologies: An interdisciplinary perspective on aural rehabilitation Do not copy without permission of the author Learning to Listen as a Child: Aural (Re)habilitation
More informationCOMPLEX LEARNING DIFFICULTIES AND DISABILITIES RESEARCH PROJECT (CLDD)
Page 1 What is sensory impairment? The term sensory impairment encompasses visual loss (including blindness and partial sight), hearing loss (including the whole range) and multisensory impairment (which
More informationLifetrack s Deaf & Hard of Hearing Family Mentor Program
Lifetrack s Deaf & Hard of Hearing Family Mentor Program Services for families with Young Children and Youth who are DHH include: FD eaf Mentor Family Program (DMFP), for families with children ages birth-21
More informationBilingualism: Should I Enroll my Child in an Immersion Program?
Bilingualism: Should I Enroll my Child in an Immersion Program? Adapted from Elizabeth Rosenzweig, MS, CCC-SLP LSLS Cert. AVT In today s world, being bilingual has advantages. Some families speak more
More informationCHARACTERISTICS OF STUDENTS WHO ARE: DEAF OR HARD OF HEARING
CHARACTERISTICS OF STUDENTS WHO ARE: DEAF OR HARD OF HEARING 1. In General: An estimated twenty one million Americans have some degree of hearing loss, mild to severe. Of the 60,000+ students identified
More informationChapter 14. Chapter 14
[FMP-IF: [FMP-Field:Chapt 14 Complete.eq.Yes] [FMP-ELSE] Terminology Chapter 14 You Have Already Completed Chapter 14. Click Here To Continue. Chapter 14 Provide a definition, in the space provided, for
More informationBuilding Bridges, Crossing Borders: One Young Deaf Woman s Education
Building Bridges, Crossing Borders: One Young Deaf Woman s Education Chapter 1. Lessons from the Past Additional Information about Deaf History History of Deaf Education Timeline: http://www.timetoast.com/timelines/104880
More informationEarly Hearing Detection and Intervention
Early Hearing Detection and Intervention ACTION REQUESTED Please co-sponsor and support passage of the Early Hearing Detection and Intervention (EHDI) Act of 2009 (H.R. 1246) that would reauthorize the
More informationO pening Doors: Technology And Communication Options for Children With Hearing Loss U.S. DEPARTMENT OF EDUCATION. Your Beautiful Child
O pening Doors: Technology And Communication Options for Children With Hearing Loss Soon after Peter was born, the hospital screened his hearing and found a possible hearing loss. Peter was referred for
More informationVietnam Deaf Education Program
Vietnam Deaf Education Program Mobile Mission Team Charlotte DuCote, PhD, CCC-SLP Dr. Charlotte Ducote is Director, Division of Communicative Disorders, at Ochsner Health System s main campus in New Orleans,
More informationAcknowledgments About the Authors Deaf Culture: Yesterday and Today p. 1 Deaf Community: Past and Present p. 3 The Deaf Community and Its Members p.
Preface p. xi Acknowledgments p. xvi About the Authors p. xvii Deaf Culture: Yesterday and Today p. 1 Deaf Community: Past and Present p. 3 The Deaf Community and Its Members p. 8 Deaf Children of Culturally
More informationMaking ASL/English Bilingualism Work in Your Home -A Guide for Parents and their EI Providers-
Making ASL/English Bilingualism Work in Your Home -A Guide for Parents and their EI Providers- Created by Cassandra Lucas-Szumigala August 2017 Table of Contents Section 1: ASL, English, & Bilingualism:
More informationSpecial Education: Contemporary Perspectives for School Professionals Fourth Edition. Marilyn Friend. Kerri Martin, Contributor
Special Education: Contemporary Perspectives for School Professionals Fourth Edition By Marilyn Friend Kerri Martin, Contributor 0 Special Education: Contemporary Perspectives for School Professionals,
More informationBilingualism for a Deaf child means: Primary language access and exposuree to the sign language used by the Deaf Community, in the U.S.
Presenters: Tara Holcomb, Erica Hossler, and Tami Hossler Bilingualism is the knowledge and regular use of two or more languages. (Grosjean, 2008) Bilingualism for a Deaf child means: Primary language
More informationSTATEWIDE COLLABORATIVE SURVEYS OF PARENTS AND TEACHERS OF YOUNG CHILDREN WHO ARE DEAF, DEAFBLIND OR HARD OF HEARING. Melinda Marsolek, MPH
STATEWIDE COLLABORATIVE SURVEYS OF PARENTS AND TEACHERS OF YOUNG CHILDREN WHO ARE DEAF, DEAFBLIND OR HARD OF HEARING Melinda Marsolek, MPH MN Collaborative Partners Maximizing & Monitoring Learner Progress
More informationListening First: The Changing Face of Hearing Loss. Access to Listening and Spoken Language Should be the First Option for Children with Hearing Loss
Listening First: The Changing Face of Hearing Loss Access to Listening and Spoken Language Should be the First Option for Children with Hearing Loss Position Paper 2015 Hear and Say Centre for Deaf Children
More information2013 Ohio Early Hearing Detection & Intervention Summit
2013 Ohio Early Hearing Detection & Intervention Summit Columbus Airport Marriott Columbus, Ohio November 8-9, 2013 FRIDAY, NOVEMBER 8 TH 12:30-1:00PM 1:00-1:15PM Registration Welcome Carrie Davenport,
More informationCollaborative Success for Students Who are Deaf/Hard of Hearing
Collaborative Success for Students Who are Deaf/Hard of Hearing Kansas School for the Deaf Outreach Services Joan Macy Outreach Coordinator Angie Walker Education Consultant Paula Crotty Speech/Language
More informationLANGUAGE ARTS AMERICAN SIGN LANGUAGE I COMPONENT. Volume I - Page 173 LANGUAGE ARTS - AMERICAN SIGN LANGUAGE I
I Visual Readiness (Presigning skills) 1. Employs efficient use of the eyes for receiving optimum visual input using the following skills: - visual focusing - peripheral vision - visual discrimination
More informationSign Language Fun in the Early Childhood Classroom
Sign Language Fun in the Early Childhood Classroom Enrich Language and Literacy Skills of Young Hearing Children, Children with Special Needs, and English Language Learners by Sherrill B. Flora My name
More informationSensitivity Training: Hearing Loss
Sensitivity Training: Hearing Loss Deafness and Hard of Hearing The Center for Disease Control and Prevention (CDC) refer to hard of hearing conditions as those that affect the frequency and/or intensity
More informationDeaf Support Department
Deaf Support Department Welcome Heathcote Deaf Support Department (DSD) is a specialist department in the school that has space for up to 15 deaf learners from Year 7 to Year 13. Deaf students are considered
More informationListening and Spoken Language for Children with Hearing Loss VOICE Auditory-Verbal Approach Position Paper May 2011
Listening and Spoken Language for Children with Hearing Loss VOICE Auditory-Verbal Approach Position Paper May 2011 VOICE for Hearing-Impaired Children (VOICE) supports listening and spoken language development
More informationCEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students Who Are Deaf and Hard of Hearing
CEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students Who Are Deaf and Hard of Hearing Special Education Standard #1: Foundations Common Core CC1K1 CC1K2 CC1K3 CC1K4 CC1K5
More informationDeveloping spoken language through listening Ellen L Estes, M.S. LSLS Cert AVEd
Intervention Options: Informed Parents Rely on Informed Professionals Developing spoken language through listening Ellen L Estes, M.S. LSLS Cert AVEd eestes@atlspsch.org Learning Objectives Neurological
More informationCued Speech and Cochlear Implants: Powerful Partners. Jane Smith Communication Specialist Montgomery County Public Schools
Cued Speech and Cochlear Implants: Powerful Partners Jane Smith Communication Specialist Montgomery County Public Schools Jane_B_Smith@mcpsmd.org Agenda: Welcome and remarks Cochlear implants how they
More informationImagine you are Remi, a 4-year-old girl who cannot
f e a t u r e by Barbara Langham and Mari Hubig Deaf education: A primer Imagine you are Remi, a 4-year-old girl who cannot hear well. You find it hard to understand the story the teacher is reading, so
More informationDeaf Culture and Communication Patterns
Deaf Culture and Communication Patterns By Lance Forshay, M.S. Presented to SPHSC 308:Social-Cultural Aspects of Communication. University of Washington February 11, 2009 About the Speaker Fourth of five
More informationCoaching: Listening/Spoken Language Teletherapy for Children with Hearing Loss
Coaching: Listening/Spoken Language Teletherapy for Children with Hearing Loss Cheryl Broekelmann, MA, LSLS Cert. AVEd Victoria L. Carlson-Casaregola, MA, CCC-SLP Jeanne Flowers, MSDE, MS, CF-SLP, LSLS
More informationOptimizing Conceptual Understanding and Literacy Development: The Role of Sign Language
Optimizing Conceptual Understanding and Literacy Development: The Role of Sign Language Christopher Kurz, Ph.D. & Susan Lane-Outlaw, Ph.D. Public Talk Centre for Sign Linguistics and Deaf Studies 14 AUG
More informationProfessional Development Program 2016
Professional Development Program 2016 Who should attend? Itinerant support teachers for children with hearing loss K-12 teachers Early intervention specialists Preschool staff Child care workers The Shepherd
More informationA is not only for Apple: Through Early Accessible Language Instruction using a Bilingual Approach. EHDI Conference 2010 Chicago, g, IL
A is not only for Apple: Developing Cognitive i Flexibility Through Early Accessible Language Instruction using a Bilingual Approach Kristin A. Di Perri, Ed.D. EHDI Conference 2010 Chicago, g, IL What
More informationCoordinated Family Services Plan
Page 1 of 8 Dear family, Creating a (CFSP) is a family-centred process. The goal of the CFSP is to: 1. Document shared goals for your child/family in a written/visual format; 2. Support communication between
More informationSign Language and Early Childhood Development
University of Arkansas, Fayetteville ScholarWorks@UARK Rehabilitation, Human Resources and Communication Disorders Undergraduate Honors Theses Rehabilitation, Human Resources and Communication Disorders
More informationCan parents give their child all the options?
Can parents give their child all the options? Presenters: Andrea Marwah Parent Advocate IDEA trainer/consultant ADA commissioner IL Early Intervention Trainer President IL Hands & Voices Alejandra Ullauri
More informationA Bill Regular Session, 2019 HOUSE BILL 1471
Stricken language would be deleted from and underlined language would be added to present law. 0 0 0 State of Arkansas nd General Assembly As Engrossed: H// A Bill Regular Session, 0 HOUSE BILL By: Representative
More informationTIPS FOR TEACHING A STUDENT WHO IS DEAF/HARD OF HEARING
http://mdrl.educ.ualberta.ca TIPS FOR TEACHING A STUDENT WHO IS DEAF/HARD OF HEARING 1. Equipment Use: Support proper and consistent equipment use: Hearing aids and cochlear implants should be worn all
More informationEvaluating Language and Communication Skills
Evaluating Language and Communication Skills Statewide Conference on Education of the Deaf San Marcos, Texas July, 2016 Kelley Watt, M. Ed Region 4 Education Service Center Houston, Texas kelley.watt@esc4.net
More informationEarly Educational Placement and Later Language Outcomes for Children With Cochlear Implants
Otology & Neurotology 31:1315Y1319 Ó 2010, Otology & Neurotology, Inc. Early Educational Placement and Later Language Outcomes for Children With Cochlear Implants *Jean Sachar Moog and Ann E. Geers *Moog
More information