August Conference 2016 Information about speakers and breakout sessions From the Heart, From the Hand [keynote] (Crom Saunders) Crom Saunders grew up in Northern California, and graduated from California State University, Sacramento with a M.A. in Creative Writing. In addition to several appearances in full productions, improv events, The Encyclopedia Show, and performing with the ASL Comedy Tour circuit, Crom has his own one-man show, Cromania!, which tours internationally. Crom also has interpreted dozens of plays, from children s theatre to musicals and has taught dozens of ASL linguistics and theatrical workshops across the nation. He currently teaches as Associate Professor and acts as Director of Deaf Studies at the ASL Department Columbia College, Chicago. He is one of the co-founders of the Chicago-based arts organization, The Five Eyes Project. Crom has also been gaining recognition online with his Clogs, his unique vlogs which have been viewed by thousands of people on YouTube and Facebook. Check out some of his work on http://thecromsaunders.com, http://writercrom.blogspot.com, his poetry translations on his Ink-Stained Fingertips Facebook page, or search Crom Saunders on YouTube. 1. Recognize the role of a steward/model of American Sign Language in today s times. 2. Understand how a different cultural viewpoint can change one s understanding of current events, the media, and one s role as a steward/model of a language. 3. Enhance existing ASL grammar and discourse skills with ASL linguistic features covered in this workshop. Keynote speech discussing the ongoing and future legacy of ASL, and what we as a community should and can do to protect and enrich that legacy. Examples taken from the history of ASL s development as a language and cultural heritage and current examples of language models will be shared. Sociolinguistics, deaf culture, and media portrayal of Deaf people and ASL will all be pertinent to the presentation. 1
But I Don't Even Know It In English! (Part I and II) (Crom Saunders) (see above) 1. List several models for vocabulary breakdown and translation approaches. 2. Demonstrate ability to independently translate specialized vocabulary into appropriate visual terms without losing conceptual meaning. 3. To successfully demonstrate above ability in a group activity. How do you interpret a surgical procedure if you re not an intern? How do you interpret classic literature if you weren t an English major? How do you interpret computer lingo if you can t even set the microwave clock? This workshop will help participants develop general tools for dealing with specialized vocabulary, and to broaden the use of their already developed skills to turn jargon into understandable and sign-able concepts. Everything You Wanted To Know About BEI (Janet Lambert and John Miller) Janet Lambert is the Assistant Director of the Illinois Deaf and Hard of Hearing Commission. Prior to joining state government, Janet was a full time freelance sign language Interpreter, interpreting in a variety of professional settings. Janet is a nationally certified Sign Language Interpreter and possesses an Illinois Master Interpreter License. John is the Director of the Illinois Deaf and Hard of Hearing Commission. John brings to the Commission many years of knowledge and experience advocating for individuals with a hearing loss and interpreters. Prior to joining state government, John is one of the founder to establish Central Illinois Registry of Interpreters for the Deaf (CIRID) with the goals of setting up more professional development. John was involved with the evaluation team for the Interpreter Skills Assessments Screening (ISAS). John was co-chaired along with Leandra Williams to host the national RID Conference in Chicago in 2003. During his time with the Commission, John promotes and advocates to establish the Interpreter Licensure to recognize interpreters as professional. He also implemented the Board of Evaluations for Interpreters (BEI) into Illinois to give more opportunity and options for interpreters. 2
1. What to expect from BEI? 2. What benefits to have BEI? 3. What procedures and time turn around response to BEI performance? 4. How to prepare for taking BEI? 5. What are the requirements to take BEI? 6. What is the difference between BEI Certification and Illinois Interpreter Licensure? Participants will review the process to taking the BEI exam in Illinois and how to prepare for the testing. In additional, the participants may be able to identify the difference between BEI Certifications and Illinois Interpreter Licensure requirements. Getting Connected Interpreter Resources on the World Wide Web (Paula Willig) Paula Willig is an Interpreting Specialist for the Illinois School for the Deaf Outreach Program. She is retired from John A. Logan College where she was an Associate Professor of Interpreter Preparation and the director of the program. She was at the college for twenty years. Before that she worked as a freelance interpreter and taught classes at the University of Wisconsin - Milwaukee and St. Louis Community College at Florissant Valley. She has her Master of Science in Interpreter Education from McDaniel College and her Bachelor of Science in Elementary Education from Concordia University, Chicago. She holds Comprehensive Skills Certification from the Registry of Interpreters for the Deaf, a Comprehensive License from the State of Missouri and a Master License from the State of Illinois. Paula has developed an online education program for working interpreters, the Educational Interpreting Professional online degree and certificate program. She has won several awards including the Connections 2000 Award for the John A. Logan College Mentorship Program, The 2001 Outstanding Faculty Award, Award for Innovative Excellence in Teaching, Learning and Technology and the Distinguished E-Learning Educator award. She is a member of the Registry of Interpreters for the Deaf, Conference of Interpreter Trainers, National Association of the Deaf, and the Illinois Association of the Deaf. 1. Name two types of resources that can be found online for professional development 2. Name possible search terms to help locate internet resources 3. Name two websites that can aid in professional development This presentation will focus on providing internet resources for professional development. Participants will explore resources that Outreach provides, including web classes, as well as resources that can be found elsewhere on the World Wide Web. How to search using search engines will also be discussed. Several of the presenter s favorites will be shared and briefly explored. 3
What is Cued Speech and How Can It Be Used in a Bilingual Program for Deaf Students? (Angela Kuhn and Allison Fraas) Angela Kuhn is the principal of the PK-8 program at the Illinois School for the Deaf. She recently completed her 10th year as a principal at the school and her 18th year in the field of deaf education. Mrs. Kuhn has also worked as an Early Intervention Developmental Therapist for families of deaf children, a high school reading and health teacher, and as an educator for deaf students in a mainstream setting. In addition, Mrs. Kuhn serves as the director of ISD s annual week-long Institute for Parents of Preschool Children Who are Deaf or Hard of Hearing. She graduated from MacMurray College with a Bachelor s degree in Deaf Education in 1998. She then earned her Master s degree from Lewis University in Educational Administration in 2005. Mrs. Kuhn has consistently supported ISD s movement to incorporate Cued American English into its bilingual program for deaf students from across the state of Illinois over the past six years. Allison Fraas is the reading specialist at the Illinois School for the Deaf. She has worked as a deaf educator for fourteen years working with students from preschool through 12th grade teaching reading, language, literature, social studies, and health. She graduated from MacMurray College with a Bachelor s degree in Deaf Education and earned her Master s degree from Western Illinois University in Reading. 1. Participants will have a basic understanding of what Cued Speech is. 2. Participants will understand ways Cued Speech can be incorporated into a bilingual ASL/English education program for deaf students. 3. Participants will be provided with rationale regarding the use of Cued Speech as an effective means of helping deaf children acquire English. We will kick off this presentation by providing participants with a basic overview of Cued Speech. It will also include various examples, practical ideas, and specific scenarios that illustrate how and why Cued Speech can be an effective addition to an ASL/English bilingual program for deaf students. Audience members should leave the presentation with a thorough understanding of how the use of ASL and Cued Speech are complementary to each other and a valid solution to providing deaf and hard of hearing students with a truly accessible bilingual education. 4
Effective Itinerant Services for Students who are Deaf or Hard of Hearing (Brenda Schmidt) s Brenda Schmidt has been in the field of education for 30 years. She has fulfilled roles as itinerant teacher, self-contained teacher, high school ASL instructor, and program supervisor/elementary assistant principal over the years. She received her BS. Ed in special education with an emphasis in DHH in 1985, and her M.A. in Instructional Leadership in 2007. Not having had enough of advanced learning, she got her M.S. Ed in Educational Administration two years later. Along the way, she obtained several additional teacher certificates in the areas of LBS1, and junior high language arts, and elementary general education. She grew up hard of hearing and has faced challenges daily with hearing loss. She never lets hearing loss define who she is or what she does. 1. Participants will be able to explain the role of the mainstream itinerant teacher of the deaf/hard of hearing in providing a positive school experience for the student with a hearing loss. 2. Participants will be able to list and describe varied challenges of the mainstream teacher in an effort to provide a positive school experience for the child with hearing loss. 3. Participants will be able to identify resources and explain how they can be used to address the needs of a child in the mainstream. Learn about evolving insights into what and how itinerant services are delivered. The number of students in mainstream classrooms continues to increase, therefore need for collaboration from itinerant teachers also increases. The mainstream educator has the duty of establishing a learning environment within the general education setting. Success means being able to meet the diversified needs of each child, including those with physical challenges, cognitive development issues, cultural and linguistic differences, and communication differences. Today s itinerant teachers face many challenges such as limited time with students and staff on a day to day basis and the need to develop relationships across disciplines among many other things. This presentation touches on several different tips to support the itinerant teacher in general education programs and provides resources to optimize outcomes for the mainstreamed child. 5
Best Kept Secrets of Vocational Rehabilitation and Transition Services (Stephanie Lipe and Andy Feller) Stephanie Lipe has been with the agency for 17 years, first 2 years as a Rehabilitation Counselor before becoming an Employment Resource Specialist for the Central IL region serving Peoria, Pekin, Bloomington, Champaign and Danville offices. Stephanie conducts a lot of employment related activities for her assigned offices to benefit customers of DRS to obtain employment opportunities in the workforce. Andy Feller graduated from University of Illinois Springfield with a B.A. in Health Administration and from Northern Illinois University with a M.A. in Rehabilitation Counseling. He has been a Rehabilitation Counselor for the Deaf since 2004, previously serving Champaign and Danville Field Offices, and currently in the Jacksonville Field Office with the State of Illinois, Department of Human Services, Division of Rehabilitation Services. Mr. Feller worked in the Residential Program at Illinois School for the Deaf from 1985 to 2004. 1. Define Vocational Rehabilitation services so they can convey this information to their students 2. Describe the process of obtaining DRS Vocational Rehabilitation Services 3. Define the purpose of Transition Services 4. Differentiate between Transition vs. Adult Services 5. Outline Core Services of Transition in the VR system 6. Describe their responsibilities as a VR customer Do you have a DHH high school junior or senior looking at colleges or employment? A brief overview how we can assist your DHH student to get VR services after high school as they enter Adult Services. We will discuss all aspects about Vocational Rehabilitation and your role/responsibilities as a customer in the VR system. This session will also highlight the importance of transition services and we want to prepare your student for the real world. 6
Working with Students who are Deaf with Additional Disabilities (Andrea Marwah) Andrea received her BA degree in Psychology from North Central College in Naperville, Illinois. Since her daughter was diagnosed with hearing loss in 2002, she has taken a special interest in educating parents and professionals on matters concerning IDEA, special education rights, and advocacy for students who are deaf or hard of hearing. She joined Illinois School for the Deaf Outreach Staff in 2012. Andrea is in her sixth year as President of Illinois Hands & Voices, is on the Speakers Bureau for Hands & Voices National Organization, and is an IDEA liaison for the Illinois Guide By Your Side Program where she provides unbiased information and one-on-one advocacy and IDEA support to families who have children with hearing loss. She also serves on the Advisory Commission on Disabilities in her home town of Naperville. 1. Gain understanding in the challenged faced when additional disabilities are present in a student who is deaf or hard of hearing 2. Learn several different syndromes that are common in students who are deaf or hard of hearing 3. Learn different challenges faced by student who are deaf/hoh with additional disabilities 4. Strategies to support learning 5. Resources to assist when additional disabilities are present Students who are deaf or hard of hearing face many challenges in the general education setting. Add an additional disability on top of deafness and the challenges increase tremendously. Knowing different syndromes that face deafness and additional disabilities will allow those who work with this student population to consider that multiple concerns may be present. Techniques can be used for students with such disabilities to make day to day education simpler. Strategies that have been designed with specific needs in mind, can assist in educating principals for such students. Our students who have additional disabilities require very specialized programs. Knowing what can help certain disability combinations is the first step in success. 7