2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/18/2018 | 8:00 AM - 11:00 AM | Personalized Professional Development for Early Intervention Professionals | Capitol 1
Personalized Professional Development for Early Intervention Professionals
Early interventional providers seek professional development (PD) opportunities that meet their unique needs. Part C agencies, schools, and other entities who provide PD are often responsible for the PD of a broad range of learners from very diverse backgrounds and skills and aren’t always able to meet the specific needs of early intervention providers.
In this session we will talk about how one state is adopting Personalized Professional Development (PPD) Planning to help early intervention professionals take control of their learning and apply their learning in their work with families and young children. We will discuss how Appendix 1, Knowledge and Skills of the Early Intervention (EI) Provider, from the Supplement to JCIH 2007 Position Statement (2013), can be used to provide a foundation for PPD Planning for early intervention professionals. We will explore options for using personalized learning strategies to meet their individual goals, interests, and styles. We will also discuss how personalized learning meets the needs of adult learners.
- The learner will learn about the benefits of personalized professional development (PPD) and discover how PPD planning can be used to meet the adult learning needs of early intervention providers.
- The learner will explore options for using innovative and embedded learning opportunities to address their individual goals, interests, and styles of learning.
- The learner will discuss applying learning on the job and using reflection as a part of the learning process.
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Presenters/Authors
Susie Tiggs
(), Education Service Center, Region 11, stiggs@esc11.net;
Susie Tiggs is the Statewide Lead for Deaf/Hard of Hearing Services in Texas. As the Statewide Lead she provides leadership, professional development, consultation, and technical assistance to assist families and school districts with meeting the unique needs of infants, toddlers, and students who are deaf/hard of hearing. Susie has worked in the fields of Deaf/Hard of Hearing, Visual Impairments, Deafblindness, and Assistive Technology for more than 28 years.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Arlene Stredler-Brown
(), Colorado EHDI, astredlerbrown@coehdi.org;
Arlene Stredler-Brown, PhD, CCC-SLP is the Director of the Colorado Early Hearing Detection and Intervention (EHDI) Program. In addition, she provides consultation and technical assistance to programs working with children who are deaf or hard of hearing in the United States and internationally. Her recent research focuses on telehealth; the use of coaching strategies in the delivery of family-centered early intervention; and promoting system change. Common themes guiding her work are: inclusiveness, collaboration, and a commitment to infants and toddlers who are deaf or hard of hearing and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Marilyn Sass-Lehrer
(), 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 -
Karen Clark
(), Early Intervention Consultanting, kasc1200@gmail.com;
Karen Clark provides consulting and technical assistance in the area early intervention for infants and toddlers who are deaf or hard of hearing. She currently consults for the Texas Education Service Center Region 11. She was formerly an early intervention consultant for NCHAM and Director of Education at the Callier Center for Communication Disorders at the University of Texas at Dallas. Karen holds degrees in the areas of communication disorders and audiology and teacher certifications in deaf and early childhood education.
ASHA DISCLOSURE:
Financial -
Nonfinancial -