Thinking Beyond Hearing Aids and Cochlear Implants: Assistive Technology and Connectivity Options (F, SLP, DHH)
8:15–11:30 a.m.
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
Today, nearly all adults and children are using technology to get through their daily lives. People with hearing loss should not be missing out on these technological advancements. In this session we will discuss ways to connect hearing aids and cochlear implants to smartphones, tablets, and mp3 players. It may not be the right time to introduce connectivity to a child, but knowing what is available may help drive today’s technology decisions. Hands-on time with a variety of FM systems and connectivity accessories will be available for attendees. In addition, an update to hearing aid, cochlear implant, and FM technologies will be completed.
Outcomes
- Explain how hearing aid and cochlear implants are set and why certain features should be activated or deactivated for children
- Describe the types of FM systems available and how to choose an appropriate FM system based on the child’s age, needs, and hearing technology
- List how an FM system can be used for applications outside of traditional school use
- Recognize new features in hearing aids, cochlear implants, and accessories
Reva Batheja, AuD, CCC-A, is a pediatric audiologist and manager of the hearing aid program at The Children’s Hospital of Philadelphia. She has worked in the field of pediatric audiology for 13 years. Previously Dr. Batheja worked as a pediatric specialist for a hearing aid and FM manufacturer, and supervisor of the pediatric audiology division of one the largest cochlear implant programs in the United States.
Carmen Hayman, AuD, CCC-A, is a pediatric audiologist and coordinator of the Cochlear Implant Program at The Children’s Hospital of Philadelphia. She has worked at CHOP for 22 years and in the field of cochlear implants for 19 years. Dr. Hayman has presented at regional, national, and international conferences. She received her doctoral degree in audiology in 2006 and is one of 60 audiologists in North America to hold specialty certification in cochlear implants from the American Board of Audiology.
Let’s Get Creative — A “Make-and-Take”! (F, SLP, DHH)
8:15–11:30 a.m.
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
At this session presented by Anne Gaspich, a parent, and Karen Roudybush, a professional, come create with us and learn about resources to increase children’s awareness of math and literacy through fun, engaging activities in a hands-on session. You will have the opportunity to “make and take” items to use with children to increase their awareness of the language of math through literacy and play. You can also leave the session with a book and fresh ideas for activities. Join us and get ready to use glue, markers, M&Ms — and your imagination.
Outcomes
- Improve a child’s acquisition of the language of math through embracing your role as your child’s first teacher
- Create items to make math exploration fun for the whole family
- Explore books and create fun activities to use with an infant, toddler, or preschooler that focus on sharing the language of math
Anne Gaspich is the parent of four children, including her six-year-old who was identified with hearing loss, following the Newborn Hearing Screening. She is the program coordinator for Hands & Voices Guide by Your Side of Pennsylvania, a parent support program for families of children ages birth to 3 who are deaf or hard of hearing.
Karen Roudybush, MEd, holds a bachelor’s degree in elementary education from Geneva College and a master’s degree in deaf education, along with certification as a reading specialist from the University of Pittsburgh. She teaches and serves as a reading specialist at the Western Pennsylvania School for the Deaf in Pittsburgh, Pennsylvania, and has presented at various conferences and co-authored several articles concerning parent involvement and enhancing the reading ability of students who are deaf or hard of hearing.
See the Sound & Visual Phonics: Supporting Literacy Development for Young Children Who Are Deaf or Hard of Hearing (F, SLP, DHH)
1:30–4:45 p.m. Great Start
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
See the Sound & Visual Phonics is a multisensory strategy used to assist in teaching reading, language, and writing skills. It is a system that associates each sound in English with a hand prompt and written symbol. See the Sound/Visual Phonics links speech sounds to our other senses in a natural progression. The mouth movements for each phoneme are then mirrored in a hand gesture. It has been used successfully with preschoolers who are deaf or hard of hearing, as well as with young children with learning disabilities, speech, and language problems. This presentation will combine video and live presenters who will discuss the foundation of Visual Phonics and the use of Visual Phonics with pre-readers and emerging readers. Videos will include preschool teachers, a speech clinician, and an educational interpreter who use this tool and who will discuss how it can be implemented to advance literacy skills with young children.
Outcomes
- Identify a few hand prompts used in Visual Phonics
- Observe a preschool literacy activity that incorporates visual phonics
- Describe how preschool teachers, educational interpreters, and speech clinicians can use Visual Phonics
Sue Ann Houser, MA, Licensed Visual Phonics Trainer, holds a bachelor’s degree in education from Indiana University of Pennsylvania, and a master’s degree in school counseling and guidance from Gallaudet University. She serves as an educational consultant with the Pennsylvania Training and Technical Assistance Network. She has been trained in Visual Phonics, and uses it in her work with students who are deaf or hard of hearing, as well as in training educational interpreters. Houser is also a trainer in the Pennsylvania Certified Language Essentials for Teachers of Reading and Spelling.
American Sign Language and Language Development: Tips for Busy Parents (F, SLP, DHH)
1:30–4:45 p.m. Great Start
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
The first five to seven years in a child’s life is the optimum period for language acquisition and development. Parents/care providers are the best suited to promote and guide their children’s acquisition of language, being the ones that their children interact with the most. However, parents and caregivers often have their plate full, balancing responsibilities such as work, child care, and other duties. They are often hard-pressed to find time to ensure that their deaf or hard of hearing children are acquiring language at an age-appropriate rate. This workshop will provide simple and demonstrative ways for parents and caregivers to stimulate their child’s language acquisition. Parents and caregivers will learn how to apply these methods at various times, such as during mealtimes and going out to the grocery store. Resources and tips are gathered from actual parents of deaf children, along with research-based information on incorporating language development in your child’s life on a regular basis. The presenter will also show how parents and caregivers can establish communication plans for relatives. Parents and caregivers will enjoy this visual and interactive presentation with information they can use right away.
Outcomes
- Explore strategies to effectively stimulate children’s language acquisition using a variety of approaches
- Develop a better understanding how language development can be interwoven in daily routines and as a result, be maximized
- Adapt the suggested methods and create new activities to apply the concept of language development in their own routines
Tawny Holmes, MA, received her bachelor’s degrees in deaf studies and sociology and a master’s degree in deaf education from Gallaudet University. Located in Laurel, Maryland, she is also a recent graduate from the University of Baltimore Law School, where she focused on both education policy and family law. She has received several notable community awards ranging from the Gallaudet University Alumni Association to the National Association of the Deaf for whom she currently serves as an appointed board member, focusing on education and early intervention. Holmes has volunteered at and been employed by a variety of schools working with children/families the past 10 years. She is also the author of “American Sign Language and Language Development: A Parent-Friendly Guide.” In her work and research, she has given presentations at conferences for the National Association of the Deaf, American Society for Deaf Children, Early Hearing Detection and Intervention, schools, and others. Holmes is passionate in her advocacy efforts to ensure quality education and language access for all deaf and hard of hearing children.
Blockbuster Braille: Creating Reading Superstars, Part 1 (OT, PT, AT, Fam, VI, TBI, DB, SLP)
Session 1: 1:30–4:45 p.m.
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
There will be three sessions with separate content on this topic. In addition to this half-day session, full-day sessions will be held on Wednesday from 8:45 a.m. to 4:15 p.m. and Thursday from 8:45 a.m. to 4:45 p.m.
This session will focus on best practices and strategies for emergent literacy activities for young children and students with visual impairments, who are primarily tactile learners. This half-day session will focus on Braille for young children in the emergent literacy stage.
Outcomes
- List various emergent literacy activities and discuss the importance of early exposure to reading and writing in braille
- Describe characteristics of good readers
- Identify the impact of visual impairment on reading and writing
Frances Mary D’Andrea, PhD, is an instructor at the University of Pittsburgh, Florida State University, and North Carolina Central University, and is an independent contractor specializing in literacy issues related to students with visual impairments. She has also completed the reading specialist program at University of Pittsburgh and supervises reading interns for the university. Dr. D’Andrea began as a teacher of students with visual impairments in Utah in 1982. From 1995 to 2005, she worked at the American Foundation for the Blind (AFB), and helped establish their National Literacy Center. After leaving AFB, she was an itinerant teacher of students with visual impairments in the Atlanta area again before moving to Pittsburgh to complete her doctorate as a Fellow for the National Center for Leadership in Visual Impairment. She has co-authored the books Assistive Technology for Students Who Are Blind or Visually Impaired: A Guide to Assessment; Instructional Strategies for Braille Literacy; Looking to Learn: Promoting Literacy for Students with Low Vision; and The Braille Trail books. Dr. D’Andrea has conducted numerous workshops and presentations both nationally and internationally. She is currently chair of the Braille Authority of North America (BANA), and has served as AFB’s representative to BANA since 1998.