15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
| - | 9 - Program Evaluation and Quality Improvement
Strategies for Supporting Para-Professionals who work with Young Children who are DHH in LSL Classrooms
The definition of a para-professional as described under the No Child Left Behind Act is someone who provides classroom and instructional support under the direction of the classroom teacher. Their roles and responsibilities should augment and reinforce the goals and objectives of the teacher, and can include one-on-one tutoring, providing instructional assistance, classroom management support, and participating in parental involvement activities (Title 1, 2004). Although the roles and responsibilities of the para-professional are dynamic, few receive the proper training needed to perform their responsibilities (French and Cabell, 1993). Training can be variable across agencies, with some para-professionals who receive onsite training such as workshops, group meetings, or staff development activities. Others receive little or no training prior to entering the classroom, resulting in situational supports provided solely by the teacher (French and Cabell, 1993). Well-trained para-professionals can provide invaluable supports to the classroom teacher and can help to optimize child outcomes. This is particularly true for para-professionals who can enhance services to young children with hearing loss in LSL classrooms when they have a strong understanding of hearing technology, auditory development, and LSL strategies. This presentation will discuss strategies that can be practiced by para-professionals while supporting classroom teachers of young children in LSL classrooms to better facilitate the acquisition of language for children who are DHH. Participants will also be introduced to a no-charge training module that can support para-professional services in LSL classroom for young children who are DHH.
- 1. Participants will discuss the role of the para-professional and the collaborative support they can provide in the classroom.
- 2. Participants will describe listening and spoken language strategies that para-professionals can implement to support the classroom teacher and children with hearing loss.
- 4. Participants will be introduced to a training module for para-professionals that is focused on supporting the classroom teacher using listening and spoken language techniques; and how to access the training module at no charge.
Presentation:
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Handouts:
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CART:
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Presenters/Authors
Jennifer Mitchell
(Primary Presenter), Utah State University, jennifer.nebeker@aggiemail.usu.edu;
Jennifer Mitchell is a graduate student at Utah State University studying Deaf Education with a Listening and Spoken Language emphasis. Her primary interests include strengthening classroom instruction for Deaf or Hard of Hearing children and family involvement in language development.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lauri Nelson
(Co-Presenter), Utah State University, lauri.nelson@usu.edu;
Lauri Nelson is an Associate Professor in the Department of Communicative Disorders and Deaf Education in the Listening and Spoken Language Deaf Education program at Utah State University. She has a dual background in both clinical audiology and LSL deaf education and currently directs the LSL deaf education graduate training program at Utah State University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Elizabeth Parker
(Co-Presenter), Utah State University, liz.parker@usu.edu;
Elizabeth Parker is a Clinical Instructor and Practicum Supervisor in the Listening and Spoken Language Deaf Education program, Department of Communicative Disorders and Deaf Education at Utah State University. She has taught and mentored hundreds of students and professionals to better serve children who are deaf or hard of hearing.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.