Agenda for Great Start

Monday, August 8, Morning Sessions

Pediatric Cochlear Implants: Implications

8:45 a.m.–noon, Act 48, Social Work, ACVREP, Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours

The presentation will start with a brief overview of how cochlear implants have evolved. Then the presenter will explore factors that have enhanced the popularity of pediatric cochlear implantation, particularly parent and professional perspectives as well as research that supports the advantages of cochlear implants. In addition, ethical issues that influence how people perceive cochlear implants and changes in Deaf community perspectives and concerns will be examined. Anecdotal material will be interwoven throughout the presentation. There will also be a video presentation that will provide opportunity for discussion about ethical issues.

Outcomes

  • Discuss main research findings on pediatric cochlear implantation
  • State general parent and professional perspectives regarding implantation
  • Recognize the role of ethics in how decisions about cochlear implantation are made

Irene W. Leigh, Ph.D., a deaf psychologist, has done high school teaching, psychological assessment, psychotherapy, and mental health administration. She is a professor in the clinical psychology doctoral program at Gallaudet University in Washington, D.C., and chair of the Department of Psychology. Her numerous presentations, research projects, and publications have focused on people who are deaf and issues related to identity, multiculturalism, parenting, attachment, depression, and cochlear implants. Her most recent book is A Lens on Deaf Identities (2009). She is a Fellow of the American Psychological Association and an associate editor for the Journal of Deaf Studies and Deaf Education. She is also a parent of two grown children, one of whom is deaf.

Understanding the Language Needs of Children Who Are Deaf/Hard of Hearing

8:45 a.m.–noon, Act 48, Social Work, ACVREP, Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours

This presentation will examine the research related to language acquisition in children who are deaf or hard of hearing (d/hh), and provide a glimpse into families’ experiences and stories as they are going through the identification process. These insights can assist professionals as they consider the whole child and the importance of their recommendations and perspectives in counseling and educating families and children who are d/hh. The goal of this presentation is to transcend a medical model of what it means to raise and educate a child who is deaf or hard of hearing, as well as extend and expand conversations and perspectives related to early intervention with families who have d/hh children.

Outcomes

  • Examine the research related to language acquisition in children who are deaf or hard of hearing
  • Explore the abilities and needs of children who are deaf or hard of hearing to develop complete language and positive self-esteem
  • Make connections between language acquisition, parent-to-parent support, and academic achievement through early intervention
Rachel Friedman Narr, Ph.D., is an associate professor at California State University, Northridge (CSUN), in the Department of Special Education, where she prepares teachers in the field of Deaf Education. Rachel is the project coordinator for Parent Links and the Deaf Education and Families Project at the Family Focus Resource and Empowerment Center at CSUN. Both projects provide outreach and parent-to-parent support for families with children who are deaf or hard of hearing, as well as outreach and education to professionals: www.csun.edu/deafproject.

Monday, August 8, Afternoon Sessions

Looking to the Future

1:00–2:30 p.m., Act 48, Social Work, ACVREP, Infant/Toddler: 1.5 hours; ASHA: 0.15 CEU; Psych: 1.5 CE hours

In this presentation, a panel of parents of early elementary-age children who are deaf or hard of hearing will discuss their child’s Early Intervention (EI) and preschool experiences, along with the transition to school age services. The parents on the panel represent a variety of communication modalities and education placements. They will discuss the successes and challenges encountered in EI and the preschool system. Suggestions will be given for parents and professionals on making transitions to and from systems as smooth and seamless as possible and how parents can be better prepared for what lies ahead for their child.

Outcomes

  • Explore the diagnosis of hearing loss and start of Early Intervention service provision for young children with hearing loss
  • Examine preschool and Early Intervention experiences of children who are deaf or hard of hearing
  • Determine the features of successful programs for young children who are deaf or hard of hearing

Parent Panel — Parents of early elementary-age children who represent the use of a variety of communication modalities and educational settings will be members of the panel for this session.

Birth to Three: A New Paradigm for a Diverse Population, Including Sharing
Deaf Culture/Community with Professionals and Families Who Are Hearing

1:00–4:15 p.m., Act 48, ACVREP, Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours

This presentation will provide an overview of the birth-to-three population and facilitate discussion on how a new paradigm that includes professionals who are deaf and those who are hearing from a variety of disciplinary backgrounds and perspectives can meet this challenge. The population of newborns with hearing differences has varied levels of hearing and is increasingly diverse — culturally, linguistically, economically, and in ability. While there are no national or professional standards for what it means to be “highly qualified” to work with this population, there is building consensus that young children and families benefit from specialists who come from a variety of disciplinary backgrounds, and that training of early intervention/education specialists should include interdisciplinary course work and experiences. Also, the involvement of adults who are deaf during the early years provides hearing professionals and families with an understanding of the life experiences of people who are deaf and hard of hearing. This “new” paradigm will focus on how we can change perspectives about what it means to be deaf in the 21st century.

Outcomes

  • Examine effective strategies for bridging cultural and ideological gaps in supporting children who are deaf and their families
  • Prepare to work with young children who are diverse — culturally, linguistically, economically, and in ability — and their families
  • Assist the professionals to better describe the Deaf Community to Hearing Families
  • Look at the Deaf Community as a part of the world as a whole
Beth S. Benedict, Ph.D., Gallaudet University professor, and president of the American Society for Deaf Children, focuses on family involvement with deaf and hard of hearing children, early communication/education, advocacy, and partnerships between professionals who are deaf and hearing. Her work has appeared in publications and is both internationally and nationally presented.

Making It Work: A Parent's Perspective

2:45–4:15 p.m., Act 48, Social Work, ACVREP, Infant/Toddler: 1.5 hours; ASHA: 0.15 CEU; Psych: 1.5 CE hours

Many caretakers of children with hearing loss are exposed to hundreds of great ideas to help their children learn to listen and speak, but may feel overwhelmed when it comes to putting these ideas in action. Join a parent of a child with hearing loss and hear about some of the ways her family has incorporated listening and speaking activities into their daily lives — without a great amount of effort! Quick techniques for play audiometry, listening, and language learning will be shared, as well as suggestions for creating a “family game night” that brings the family together while enhancing auditory and speaking skills. Participants will also have the opportunity to share successful activities that they have used in their homes, and brainstorm new ideas to use in the future. Attendance at this session is limited to parents of children who are deaf or hard of hearing.

Outcomes

  • Identify and experience strategies for incorporating listening and language into family routines
  • Discuss successful listening and language techniques that caretakers have used with deaf and hard of hearing children
Eve Kollar, M.A., is a parent of a five-year-old child with hearing loss. Since her son’s diagnosis in 2007, she has been fortunate to work with a number of skilled professionals through Early Intervention, Children’s Hospital of Pittsburgh, and DePaul School for Hearing and Speech, where her son is a student. She is also a seventh-grade teacher at Mellon Middle School in the Mt. Lebanon School District and has taught at the University of Pittsburgh.

Young Children with Hearing Loss: Question and Answer with Audiologist

2:45–4:15 p.m., Act 48, Social Work, ACVREP, Infant/Toddler: 1.5 hours; ASHA: 0.15 CEU; Psych: 1.5 CE hours

Professionals working with young children who are deaf or hard of hearing are able to provide the audiologist with support when the child sees the audiologist for hearing testing or programming of amplification devices. Occasionally, questions arise about issues related to preparing the children for a visit to the audiologist; troubleshooting amplification devices; auditory skills that are appropriate at various developmental age levels; a typical sequence of auditory skill development following cochlear implantation; typical noise levels in a home or classroom; and tips for improving acoustics/communication in noise. Questions may also arise concerning impact of a mild hearing loss on communication, or the impact of hearing loss and another handicapping condition(s) such as autism, visual impairment, or cognitive impairment. The children we serve are also increasingly diverse culturally, and questions arise concerning provision of services in a culturally competent manner. Answers to some commonly asked questions will be provided, and participants will be able to ask questions related to their experiences in working with young children.

Outcomes

  • Describe a typical sequence of auditory skill development for a child who receives a cochlear implant
  • Describe three strategies to improve communication in a noisy setting
  • Evaluate the impact of multiple handicapping conditions for a child with a hearing loss
Colleen McAleer, Ph.D., is a professor at Clarion University in the Department of Communication Sciences and Disorders. She holds a doctorate in audiology and a master’s degree in speech language pathology (SLP). She is certified and licensed in both audiology and SLP and has many years of experience working with individuals who have hearing loss and other communication disorders.