Serving Young Children with Unilateral and Mild Hearing Losses and Their Families (F, SLP, DHH)
8:45 a.m.–noon
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
In this session, the participants can learn the developmental and early learning differences of children with unilateral and mild hearing losses. They will be presented with strategies and information to share with families that demonstrate the value of early intervention in strengthening parents’ roles and preparing for the future school success of their children.
Outcomes
- Recognize what we know about children with unilateral hearing loss (UHL): prevalence, listening problems, amplification choices, and issues
- Examine what we know about children with mild hearing loss: prevalence, listening problems, amplification choices, and issues
- Explore resources for working with families of children with UHL and mild hearing losses: key points to aid in decision-making
Karen Anderson, PhD, was an educational audiologist for more than 15 years and the EHDI audiology consultant and the Part C Hearing Services coordinator in Florida for 8 years. She is an international speaker and author of many practical materials in popular use by school DHH professionals, including the SIFTERs, LIFE-R, CHILD, and ELF. Dr. Anderson is director of Supporting Success for Children with Hearing Loss, providing many free resources to parents and professionals and offering practical products and webcasts.
“What Works for Your Child Is What Makes the Choice, Right?” — But How Do Families Know What’s Working? (F, SLP, DHH)
8:45 a.m.–noon
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
The 2007 Joint Committee on Infant Hearing position statement includes recommendations about information provided to families: “Families should be made aware of all communication options and available hearing technologies (presented in an unbiased manner). Informed family choice and desired outcome guide the decision-making process.” The process that parents must go through in order to make decisions regarding communication options for their infant/toddler who is deaf or hard of hearing can be quite complex. Those decisions and choices may change naturally over time, for a variety of reasons. One important consideration for many families is whether the child is making age-appropriate progress with their language acquisition. How can parents determine whether the choices they have made are working for their child and family? This presentation will examine resource tools that can increase parent understanding and involvement as they relate to assessing their child’s progress with language acquisition. The session will also include small group discussion and activities centered on identifying effective strategies to increase parent involvement in this process. This information should be helpful to a wide range of educational and family support providers.
Outcomes
- Assist parents in identifying and using resources for evaluating language acquisition for children who are deaf/hard of hearing
- Explain the requirement, under IDEA 2004, for IEP teams to consider the language and communication needs of children who are deaf/hard of hearing
- Use sample communication plans to assist in identifying possible educational services and placements for a child who is deaf/hard of hearing
Lisa Crawford lives in Austin, Texas, with her husband, Steve, and two teenage daughters, including Emma, who is deaf. Lisa has held the position of Statewide Parent Liaison in the Educational Resource Center on Deafness since 2006. In this position she coordinates programs and services that promote parent involvement, as it relates to families with children who are deaf or hard of hearing. She also administers the Texas Guide By Your Side program. She is a co-founder and current board member of the Texas Hands & Voices chapter and a parent/professional member of the Texas National Agenda Committee.
Supporting Success for Children with Hearing Loss (DHH, SLP, F)
1:00–4:15 p.m.
Act 48, Social Work, ACVREP and/or Infant/Toddler: 3 hours, ASHA: 0.3 CEU, Psych: 3.25 CE hours
This session will explore a variety of topics that support successful development and early learning for children with hearing loss. Participants will discover the initial steps in supporting families of young children with hearing loss as they begin developing communication and language skills, including strategies for supporting hearing aid use. They will examine the development of self-concept and social communication in young children with hearing loss, and techniques for assessment and strategies to help families develop these areas appropriately with their child will be shared. Participants will also explore ways to help parents maneuver successfully through the transition process from preschool to entry into school.
Outcomes
- Explain that the hearing loss is real and provide strategies that support hearing aid use
- Examine aspects of self-concept and social communication that develop in toddlerhood, and strategies for assessment
- Provide guidance for working with families to develop appropriate social communication and self-concept
- Discuss ways to help families through the transition process, including considering appropriate assessment results to include for eligibility/planning considerations
- Integrate addressing expanded core curriculum areas into planning for transition to school
Karen Anderson (see bio from earlier session)
Reading to Young Children Who Are Deaf or Hard of Hearing (F, SLP, DHH)
1:00–4:15 p.m.
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
Early literacy skills are crucial for all children, especially those with a hearing loss. Presenters will share how to choose books for young children who are deaf or hard of hearing, model/share specific read-aloud strategies, and demonstrate how to expand book sharing by creating activities related to the story. Participants can learn how to choose age-appropriate books that are especially appealing to young children who are deaf or hard of hearing, and how to read with/to young children who are deaf or hard of hearing and extend stories through follow-up activities. Participants will also receive a book list of recommended titles/authors. This session is open to parents, teachers, and service providers who work with children of all ages; however, our focus will be on young children (birth to age 6).
Outcomes
- Choose age-appropriate books that are especially appealing to young children who are deaf or hard of hearing from birth to age 6
- Share books with young deaf or hard of hearing children from birth to age 6
- Extend stories through follow-up activities
Sarah Fairbanks, MEd, has been a teacher in the Family Education and Early Childhood Department at the Maryland School for the Deaf (MSD) for seven years. She currently teaches in the 3-year-old preschool class five days a week and conducts home visits for families with children who are deaf or hard of hearing.
Prior to teaching at MSD, Fairbanks taught at the Kendall Demonstration Elementary School in the Early Childhood Department. She has taught center-based preschool classes and worked with families in a variety of home environments and daycare settings. She has conducted regional meetings for parents and extended family members. Fairbanks holds a master’s degree in deaf education with an emphasis in early intervention from Utah State University. She is also a nationally certified interpreter and has been working with the Deaf Community for many years.
Patricia Muldowney, MEd, has been a teacher for the Family Education and Early Childhood Department at the Maryland School for the Deaf for five years. She holds a master’s degree in deaf education with an emphasis in family-centered early education from Gallaudet University. She teaches five mornings a week in a classroom of 2-year-olds who are deaf and hard of hearing and conducts home visits with children up to age 5 who are deaf/hard of hearing and their families.
Louise Rollins, MEd, has been a teacher for the Family Education and Early Childhood Department at the Maryland School for the Deaf for five years. She holds a master’s degree in deaf education with an emphasis in family-centered early education from Gallaudet University. For two mornings a week she teaches a classroom of infants and toddlers who are deaf and hard of hearing and conducts home visits with children up to age 5 who are deaf/hard of hearing and their families. She has also conducted regional meetings for parents and extended family members across the state of Maryland.