2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/05/2019 | 2:20 PM - 2:45 PM | Using Assessments and Documentation to Guide Natural Language Opportunities for Bilingual Children Birth To Three who are Deaf and Hard of Hearing and their Families | Heathrow A/B
Using Assessments and Documentation to Guide Natural Language Opportunities for Bilingual Children Birth To Three who are Deaf and Hard of Hearing and their Families
Research shows that children learn most effectively when provided with natural learning opportunities built into their daily routines. Early Intervention services are most successful when parents and family members implement strategies that foster language acquisition naturally throughout their child's day. This presentation will describe how two educators from different bilingual (American Sign Language and English) Parent Infant Programs use assessment tools and documentation strategies in their programs to create and implement high quality services for families of children birth to three who are deaf or hard of hearing. Within each program, various strategies have been incorporated to support authentic language learning opportunities for families and their deaf and hard of hearing children both in program and while at home.
- Participants will be able to describe what natural language learning opportunities are and why they are important for the deaf or hard of hearing child.
- Participants will be able to name and implement two different examples of strategies to use during a home visit that support natural language learning opportunities for the family.
- Participants will be able to name one new tool and one form of documentation they can implement in their own programs when they return to their states.
Presentation:
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Handouts:
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Transcripts:
18878_10507SarahHonigfeld.docx
Presenters/Authors
Sarah Honigfeld
(), National Association of the Deaf, sarah.honigfeld@nad.org;
Sarah is a Deaf adult who works in Early Intervention and Early Childhood Education. Currently she is a university Faculty and Program Director at Gallaudet University, where she oversees the Infants, Toddlers, and their Families Graduate Programs. She provides consultation services for various schools, programs, and agencies to support bilingual ASL-English, family-centered, evidence based programming for deaf or hard of hearing infants and toddlers and their families. Another role she holds is as the Education Policy Specialist for the National Association of the Deaf. Her academic background includes a BS in Human Services from Northeastern University and a MA in School Counseling from Gallaudet University. She is currently a doctoral student studying Leadership in Educational Equity in Early Childhood at the University of Colorado Denver. Sarah’s special interests include ASL/English bilingual language planning and professional development for providers working with deaf or hard of hearing infants, toddlers, and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Karen Windhorn
(), Rochester School for the Deaf, kwindhorn@rsdeaf.org;
Karen Windhorn earned her M.S. in Deaf Education from McDaniel College. She also completed a post graduate certificate from Gallaudet University titled American Sign Language and English Bilingual Early Childhood Deaf Education: Birth to age 5. She taught at children ages three to five years at The Learning Center for the Deaf in their Early Childhood Center for seven years. She was a F.I.R.S.T. Teacher at Rochester School for the Deaf for three years where she provided services to school’s youngest population and their families through center and home based programming and family outreach. She is currently the Director of Early Childhood Programs at the Rochester School for the Deaf. Her areas of interest include how deaf and
hard of hearing children learn in a Reggio Emilia Inspired Environment through hands on children led learning, language planning, and authentic assessment.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.