2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/10/2015 | 10:10 AM - 10:40 AM | Fostering Positive Identity: The Role of Families & Professionals | Coe | 4
Fostering Positive Identity: The Role of Families & Professionals
Identity development begins early in life. Infants and toddlers explore their world and develop a sense of who they are through the relationships that they have with the adults who care for them. They begin to make sense of their world by noticing commonalities and differences among the people in their lives. The responses shown by families and professionals toward infants and toddlers further shape how young children process their own experiences. This, in turn, influences the developing sense of self and identity of the child.
Existing models of Deaf identity development focus largely on older adolescents and young adults. Additionally, the literature on identity development in children with typical hearing does not adequately address the possible influences of being deaf or hard of hearing on a child's identity. Drawing from the description of horizontal and vertical identities, as proposed by Andrew Soloman in his widely acclaimed book, Far from the Tree (2012), this presentation will address how being deaf or hard of hearing, particularly in families in which parents are hearing, may influence the emerging identity development of young children. An interdisciplinary team of presenters will share their experiences regarding the promotion of positive identity. They will offer guidelines for how family members and professionals alike can foster positive concept and identity in infants and toddlers who are deaf or hard of hearing. Further, this presentation will focus not only the developing identity of the child, but will also address parents' changing identities of themselves in raising a child who is deaf or hard of hearing.
- Describe multiple paths to positive identity development in children who are deaf or hard of hearing.
- Discuss the implications of identity development through vertical (generational) vs horizontal (peer group) – (per Solomon, 2012).
- Analyze the role that they play, whether as family members or professionals, in helping deaf and hard of hearing infants and toddlers to establish a foundation for the development of positive identity.
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Amy Szarkowski
(Primary Presenter,POC), Children's Center for Communication/Beverly School for the Deaf, Amy.Szarkowski@childrens.harvard.edu;
Amy Szarkowski, PhD, is the Director of The Institute and The Clinic at the Children's Center for Communication/ Beverly School for the Deaf (CCCBSD), and faculty for LEND (Leadership Education in Neurodevelopmental and related Disabilities), at Boston Children's Hospital. Dr. Szarkowski holds an academic appointment as Assistant Professor in the Department of Psychiatry at Harvard Medical School. She is also an adjunct instructor for the Infants, Toddlers and Families (ITF) Interdisciplinary program at Gallaudet University.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital/Harvard Medical School.
• Receives Salary for Employment from CCCBSD.
• Receives Salary for Employment from Gallaudet University.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jennifer Geiken
(Co-Presenter), Gallaudet University, jennifer.geiken@gallaudet.edu;
More to come
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Jaclyn Tyrcha
(Co-Presenter), Gallaudet University, jaclyn.tyrcha@gallaudet.edu;
Jaclyn grew up in the colorful Rockies of Colorado. After working in education as a teacher for the Deaf, Kindergarten teacher, ASL Specalist, and a teacher for the Deaf/HH in an inclusive setting, she found her true passion is to be working with families of children who are deaf/hh. In her spare time, Jaclyn can be found interacting with the Deaf Community, reading, hiking, being with her sons, and engaging in critical thinking.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Marilyn Sass-Lehrer
(Co-Presenter), Gallaudet University, marilyn.sass-lehrer@gallaudet.edu;
Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is an adjunct professor in Gallaudet University's Deaf and Hard of Hearing Infants, Toddlers and Their Families Interdisciplinary Program. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), and has several other publications related to early intervention. Dr. Sass-Lehrer is actively involved in professional development and learning for early intervention providers.
ASHA DISCLOSURE:
Financial -
Nonfinancial -