19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
Early intervention and Beyond: Examining the unique contributions of educators in supporting listening and spoken language outcomes from birth through 21
Children who are deaf and hard of hearing (DHH) are likely to need support in a variety of domains to develop listening, language, and literacy. When parents choose a spoken language approach, educators of children who are DHH can assess the impact of hearing loss on listening and spoken language development and provide intervention in the first five years. Once children enter a school program, in special or general education settings, educators of DHH students can support development of literacy and academic skills, access to grade-level curriculum, as well as foster peer and social relationships. The purpose of this poster is to expound on the role of educator of students who are deaf or hard of hearing and examine the contribution this professional makes to the outcomes of children.
Children who are DHH often receive services from a variety of professionals including audiologists and speech-language pathologists. As more children have access to early identification and intervention, it is not uncommon to see children enter early childhood education with age-appropriate skills in areas of listening, language, and speech. We propose that an educator who has experience and expertise in development of language, academic, social skills; and utilizes a “whole child” approach in the rehabilitation process is also a critical member of this team. This educator provides support to help the child keep up with the growing language and academic demands during the school years and transition into college or work. Based on the needs of the child and the family, the role of the educator can be a direct service provider, consultant, caregiver coach or mentor. In this poster we will discuss the scope of practice for educators of DHH students and suggest ways that they can be included in educational as well as medical settings.
- Participants will identify the unique contributions of an educator of students who are deaf or hard of hearing to their language and academic outcomes.
- Participants will identify the changing needs of children who are deaf or hard of hearing from early childhood through school years (K-12)
- Participants will explore ways for the educator to be included in the education and rehabilitation process
Poster:
21060_12680UmaSoman.pdf
Presenter: Jenna Voss
Jenna Voss, PhD, CED, LSLS Cert AVEd, is an Associate Professor at Fontbonne University. She received her undergraduate degree in Deaf Education, and her master’s degree in Early Intervention in Deaf Education from Fontbonne University. She completed her PhD in Speech and Hearing Sciences at Washington University in St. Louis. She holds teaching certification in Missouri in Deaf Education and Early Childhood Special Education. Her research interests include: health disparity among children and families living in poverty, primary prevention of abuse and neglect for children with disabilities, provider use of strategies and techniques in family-centered practice, and the application of research in cognitive psychology to the field of deaf education to improve pre-service instruction. Voss is co-author of two texts: Small Talk: Bringing Listening and Spoken Language to Your Young Child With Hearing Loss & Case Studies in Deaf Education: Inquiry, Application and Resources.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Fontbonne University - CDDE.
Nonfinancial -
• Has a Professional (AG Bell Academy Board Member)
relationship for Board membership.
• Has a Professional
relationship for Board membership.
Uma Soman is an educator of students who are deaf, LSLS mentor, and deaf-education researcher. She received her doctoral degree from Vanderbilt University in 2017, through the National Leadership Consortium in Sensory Disabilities Fellowship (2010-2014), her Masters in Education of the Deaf from Smith College/Clarke School for the Deaf in 2002., and is also Listening and Spoken Language Specialist Auditory Verbal Educator (LSLS Cert AVEd). Dr. Soman is the Outreach Coordinator at Carle Auditory Oral School in Urbana, IL, and works with students who are deaf or hard of hearing their families, and their educational teams in mainstream school environments. She also trains and mentors professionals pursuing listening and spoken language specialist certification in USA and India. Dr. Soman’s research focuses on language, academic, and social outcomes of children who are deaf or hard of hearing. She is an active member of Alexander Graham Bell Association, and OPTION Schools.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Carle Foundation Hospital.
Nonfinancial -
• Has a Institutional (Board Member)
relationship for Board membership.
• Has a Professional,Institutional (Co-Founder, Program Director) (Co-founder, board member)
relationship for Volunteer employment,Board membership.
• Has a Institutional (Board Member)
relationship for Board membership.