3/16/2016. Learning Objectives. Benefits of Bilingual/Bimodal Preschool Programming. Bilingual/Bimodal Inclusive Early Childhood Program

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1 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 for children who are deaf, hard of hearing, and hearing will be able to explain the benefits of child choice in an effective bilingual bimodal early childhood program will be able to identify appropriate assessment practices in a bilingual bimodal early childhood program Benefits of Bilingual/Bimodal Preschool Programming Accessibility for all-visual and auditory Bilingual children Code Switching Communication Preference emerges Larger pool of communication peers/less barriers between Deaf and hearing Supporting language development of a primary language the other quickly follows! Giving Deaf and Hard of Hearing children options to communicate Builds confidence/ Self-identity Looks at the child as a whole Promotes social/emotional development Able to meet a variety of IEP needs 1

2 What makes Bilingual-Bimodal programming successful? TWO classrooms Purity of languages The classroom is the children s space Respect for family and child choice of modality Bilingual Bimodal (ASL/SL) Large Group Story Time Co-enrollment hearing friends as language models: siblings, CODAs Open Door Centers Ongoing Assessments What makes Bilingual-Bimodal programming successful? Team collaboration Respectful Positive Attitude Trial and error accepted! Deaf/Hearing teaching team Team planning time Family Choice Family Communication Preference Review Language Planning Child Choice Center Time Choice Process Team Observations Observations Data collection to share with IEP team and family Home Visits Respect and support family choice * Change...sometimes the information learned will change the family s choice for their child. 2

3 Family Communication Preference Review Language Planning What is included: Kid Talk Meetings Background information IEP goals Family Communication Preference Review A-V and S-O continuum-receptive and Expressive Present Levels Assessments A-V and S-O Communication Continuum: Receptive and Expressive Present Levels 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. 3

4 Language Planning The Plan Guides: Language Allocation Planning Student Grouping Student and Family Supports IEP Goal Development Kindergarten Transition Support SAMPLE-50/50. Language Plan Instruction first in primary language, reinforced in developing language. 4

5 CHILD CHOICE-Open Door Centers Allows for exposure to the same unit vocabulary, concepts, and language in both spoken English and American Sign Language Aligned with curriculum standards Open Door Centers are NOT language planned Bilingual Bimodal (ASL/SL) Large Group Story Time Hearing Peers, CODAs & Siblings 5

6 Biannually- Fall and Spring Assessment Portfolio Stored on an Electronic Portfolio System Conducted by specialist from Interdisciplinary Team (TOD, SLP, OT, PT, Special Educator, ASL Specialist) Within 90 days of enrollment Areas that are assessed: Preschool academics Spoken Language Auditory Development American Sign Language Pragmatics Assessment Tools Preschool Academics: Maine Early Learning Guidelines: Personal and Social Development, Approaches to Learning, Creative Arts, Early Language and Literacy. Early Writing, Health and Physical Education, Mathematics, Science, and Social Studies Letter, number, color, shape identification Self-Portrait with name Spoken Language CASLLS-Cottage Acquisition Scales for Listening, Language and Speech Auditory Skills Development Adapted (2004) by Karen Anderson, PhD American Sign Language The CALIFORNIA ASL Development Observation Record OR DEAF AND HARD OF HEARING CHILDREN S VISUAL COMMUNICATION AND SIGN LANGUAGE MILESTONES Pragmatics Social Communication Skills Pragmatics Checklist-by Goberis, D. (adapted from work done by Simon, C.S.) Comprehensive Electronic Portfolio: E-BackPack 6

7 Program Entry (Self-Portrait) One Year Later (Self-Portrait) Thank You! Karen Hopkins Director of Early Childhood Education and Family Services Kim Matthews Preschool Coordinator Cathy Lushman ASL Preschool Teacher 7