Maine Educational Center For The Deaf and Hard of Hearing Bilingual/Bimodal Inclusive Early Childhood Program

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1 Maine Educational Center For The Deaf and Hard of Hearing Bilingual/Bimodal Inclusive Early Childhood Program

2 Early Childhood Program Evolution of an ASL/English Bilingual Bimodal Approach Growth as an organization. Early Childhood and Family Services Parent Infant Toddler (B-2) Preschool Early Childhood Elementary (4-6 years) Digital Hearing Aids/Cochlear Implants Technology is here to stay.

3 Bilingual/Bimodal How does this work? Positive Attitude Deaf/Hearing Team. TWO Classrooms Purity of Languages Remember the classroom is the children s space Respect for family and child choice of modality Team planning time Trust within team Trial and error accepted

4 Positive Attitude.. Negative Impact Positive Impact Voice Off ASL Speech Simultaneous Comm. Hearing loss L1/L2 Delayed Language Use ASL Spoken Language Bimodal Hearing Levels Primary Language Developing Language Laurent Clerc National Deaf Education Center Gallaudet University

5 Teamwork and Time. Planning Curriculum and Lesson Planning Portfolio Development IEP planning Language and Communication Planning Assessments Team Meetings Assessment Classroom based Portfolios (Maine Early Learning Guidelines/Common Core Standards) Observation data Standardized Assessments Developmental Communication and Language OT and PT

6 Our New Portfolios Maine Early Learning Guidelines Common Core Standard American Sign Language Spoken Language Language Planning

7 Portfolio Samples Who Are We? We know our names. We know our classmate s names. We drew our faces and wrote our names. Oct. 10, 2013

8 Deaf/Hearing Teaching Team Role Models Native Language Models Specialists in each modality Training and Support from extended team Team Teaching Respect for both cultures and both modalities Identity Clarity of Language

9 Bilingual Bimodal Storytime

10 Two classrooms one group of learners Two classrooms Two distinct languages purity of languages Separation is critical Child Choice

11 Choice Process Communication Survey Family Choice Morning arrival Instructional time Child Choice Center Time Team Observations Observations Data collection to share with IEP team and family Change...sometimes the information learned will change the family s choice for their child.

12 Language Planning What is included: Family Communication Survey Description of current language use Background information Assessments Profile Summary A-V continuum The Plan Guides. Language Allocation Student Grouping Student and Family Supports Goal Development

13 Language Planning Process Nussbaum, D., Scott, S., Waddy-Smith, B., & Kock, M. (June 2004). Spoken Language and Sign: Optimizing learning for children with cochlear implants. Paper presented at Laurent Clerc National Deaf Education Center, Washington, DC.

14

15 American Sign Language

16 Spoken Language

17 Developmentally Appropriate Center Based Learning Learning Centers promote independence foster decision making encourage involvement Readiness through Play centers aligned with: Maine Early Learning Results Common Core Standards Balance teacher instruction child exploration

18 Learning Centers We explored shapes in our environment during learning center time. We measured, poured and played with water. Gavin built a house with squares and a triangle. Oct 28-Nov.4

19 Hearing Peers & Siblings American Sign Language Spoken Language

20 What have we seen with language growth? Important to teach the program Access is critical visual and auditory Bilingual Bimodal Language growth comes with time Code switching Communication preferences emerge Ability to communicate in both languages Primary language development Once one language emerges...the other quickly follows. Confidence is the key!

21 Thank You!

22 Contact Us.. Karen Hopkins Director of Early Childhood Education and Family Services Cathy Lushman Teacher of the Deaf Corri Saunders Teacher of the Deaf

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