15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
| - | 4 - Early Intervention
Learning Strategies in Three Countries: What Early Interventionists, Parents, and Educators can learn from International Perspectives on Deaf Education.
This presentation discusses different early intervention strategies that parents and educators have used to work with deaf and hard of hearing children in three different countries. These strategies are specific to their native cultures and ideologies. Through a four-year funded project entitled, “Deaf Kindergartens in Three Countries”, we inquired educators about their perspectives on speech therapy, classroom management, and how they support their families. Studying international education strategies not only expands our toolbox of resources and knowledge, it provides us with a different perspective on how to approach children. This type of approach is important in today’s diverse world. With immigration on the rise, it is more necessary to gain a global understanding of how early intervention and early childhood education can make an impact on deaf and hard of hearing children worldwide. We will show three short videos and invite educators to share their input on global deaf education. We invite people to become investigators, as Tobin (2014) explains that we need to do “careful empirical studies of how political, economic and other forms of social change contribute to both continuity and change in educational practices” (p. 13).
- examine issues concerning deaf education in Japan, France, and the United States.
- discuss the early intervention perspectives and how these perspectives contribute to early childhood education.
- analyze varying early intervention strategies and how these strategies can maximize the child’s educational potential.
Presentation:
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CART:
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Presenters/Authors
Patrick Graham
(Primary Presenter), Western Oregon University, grahamp@wou.edu;
Patrick Graham is an Assistant Professor at Western Oregon University. His dissertation focuses on how Deaf educators use culturally relevant pedagogical strategies to encourage deaf preschool children become embodied members of the Deaf community while attending schools. His main interests lie in comparative and international education, multicultural and multilingual programs for young children and teacher preparation programs. Patrick received his Bachelor’s Degree in Multidisciplinary Studies, with concentrations in History, Psychology, and Deaf Studies, as well as his Masters Degree in Deaf Education from Rochester Institute of Technology. He currently holds certification in K-12 Deaf Education. Patrick previously taught kindergarten at a large urban school for the Deaf, and is passionate about social justice in Deaf Education.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jennifer Hensley
(Co-Presenter), Maricopa Community College District - Phoenix College, jscarhensley@gmail.com;
Jennifer Scarboro Hensley is the Family & Youth Resource Specialist for the Arizona Commission for the Deaf and the Hard of Hearing, providing families of Arizona support and resources focusing on those with deaf and/or hard of hearing children, and also parents whom are deaf and/or hard of hearing seeking familial support. She is personally familiar with the families she supports, as a hearing child of deaf parents. In addition, Jennifer holds a doctorate in Educational Theory and Practice from the University of Georgia and has a strong interest in deaf education, as well as cultural and linguistic identity formation.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Christi Batamula
(Co-Presenter), Gallaudet University, christi.batamula@gallaudet.edu;
Christi Batamula has been working at Gallaudet University since 2005, first as an early childhood educator at Kendall Demonstration Elementary School and now as an instructor in the Department of Education. She has earned a Bachelor's degree from Geneva College in Elementary Education and a Master's degree in Deaf Education From Gallaudet University. She is a student at George Mason University taking classes in International Education, Early Childhood Education and Teacher Education. Her area of interest is on working with culturally diverse Deaf learners and their families. She has taught in Deaf schools: Arizona School for the Deaf and Blind and Kendall Demonstration School for the Deaf, a mainstream school: Mantua Elementary in Fairfax County Public Schools, and an oral-based school for children with Cochlear Implants: The River School. Through all of these experiences, Christi developed her passion for bilingual education and language development for diverse learners.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.