2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/06/2023 | 11:00 AM - 11:30 AM | Building partnerships between Early Intervention (EI) programs, multicultural Deaf Professionals, and Families Language Connector Program (FLCP) sign language services | DECC 233
Building partnerships between Early Intervention (EI) programs, multicultural Deaf Professionals, and Families Language Connector Program (FLCP) sign language services
Statewide and nationwide, due to COVID 19 pandemic, there is a need for virtual instruction and support services that highlights the allyship of multicultural Deaf professionals, EI programs, and sign language services like Families Language Connector Program (FLCP) at Gallaudet University. As roughly 95% of deaf and hard of hearing (DHH) children in the US are born to hearing, non-signing families (Mitchell and Karchmer 2004), there is a significant proportion of families living in remote areas without convenient access to service providers. Research shows that hearing parents of DHH children often learned sign language as a second language via video conferencing (Snoddon, 2012; Snoddon, 2015), while more families in post-pandemic times are learning ASL virtually. There is a tremendous need to highlight the value of language acquisition and language planning, including corpus, attitude, and acquisition planning (Cripps & Small, 2011) in virtual ASL instruction. Participants will recognize how FLCP works closely with EI programs to ensure that instruction recognizes families’ traditions, heritage, ethnicity, socio-economic status, and languages while also establishing a language-rich household environment; become familiar in applying effective techniques of virtual ASL instruction that is also culturally sensitive and relevant; and discuss best practices of being community advocates in the signing environment.
Selected References-
Mitchell R. and Karchmer, M. (2004) Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies 4(2):138–163
Small, A. & Cripps, J. (2011). Attitude Planning: Constructing A Language Planning Framework Toward Empowerment in Deaf Education. Toronto, Ontario: Ministry of Children and Youth Services.
Watkins, S., Pittman, P., & Walden, B. (1998). The deaf mentor experimental project for young children who are deaf and their families. American Annals of the Deaf, 143(1), 29-34.
- Ensure that instruction recognizes families’ traditions, heritage, ethnicity, socio-economic status, and languages
- Become familiar in applying effective techniques of virtual ASL instruction, including cultural sensitivity, relevancy, and authenticity
- Discuss best practices of being community advocates in the signing environment
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Presenters/Authors
Claudia Giordano
(), Families Language Connector Program, diagioxo@gmail.com;
Claudia Giordano, a Biracial Deaf Woman with five years of Early Intervention, Deaf Education and Language Advocate; she studied Masters in Early Language Advocacy. She grew up in a hearing family and had the privilege of communication access at home. She wants to ensure that all Deaf and Hard of Hearing children have that privilege as well.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Jaclyn Vincent
(), Families Language Connector Program, jaclyn.vincent@gallaudet.edu;
Jaclyn Vincent, a Deaf educator with more than ten years of experience working with deaf and hard-of-hearing children, comes from a deaf family and is also a mother to a deaf teenager. Jaclyn spent the last five years as a Parent-Infant Program teacher at California School for the Deaf Riverside and as a quality reviewer for FLCP to better support Connectors as language mentors for new families in the program.
ASHA DISCLOSURE:
Financial -
Nonfinancial -