2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/03/2021 | 1:20 PM - 1:40 PM | Infusing Anti-Bias Education in Early Intervention Programs & Early Childhood Education with Deaf and Hard of Hearing Children | Topical Breakout
Infusing Anti-Bias Education in Early Intervention Programs & Early Childhood Education with Deaf and Hard of Hearing Children
This presentation will introduce the participants to the principles of Anti-Bias education, which supports children’s development of confident sense of self-identity, respect for human diversity, sense of fairness and justice, and the ability to stand up for themselves and others (Derman-Sparks & Edwards, 2019). Anti-bias education in early intervention and early childhood programs begins with the early childhood providers and their commitment to social justice. It requires understanding of self and others through self-reflection and actively practicing Anti-bias education with young children and their families.
This topic is timely due to the reckoning from the Black Lives Matter movement in recognizing the injustice of Black people’s lived experiences in the United States. Young children construct their ideas about the world through their experiences. In Deaf Education, it is not possible to separate identities of race and disability, and we will discuss the DisCrit Theoretical Framework to guide and support our Deaf and Hard of Hearing students’ intersectionalities (Annamma & Ferri, 2013). We will discuss the role of early childhood providers and how to build strong relationships with families through Anti-bias education. One of the roles as an Anti-bias educator includes supporting young children to be agents of change by developing critical thinking skills about what is happening around them (Derman-Sparks & Edwards, 2019). Some strategies will include reflection questions, culturally relevant teacher-initiated activities and connecting to real-world events in their communities. We will also share our experiences as Anti-bias educators with deaf and hard of hearing children.
References
Annamma, S. A., Connor, D. & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16 (1), 1-24
Derman-Sparks, L., & Edwards, J.O. (2019) “Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum.” Young Children, 74(5), 6–12.
- Participants will become familiar with the principles of Anti-Bias education and how it is applicable with deaf/hoh children.
- Participants will learn about the importance and benefits of infusing anti-bias education with young deaf/hoh children and their families
- Participants will create opportunities to apply the principles of Anti-Bias education in their teaching and learning.
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Presenters/Authors
Christi Batamula
(), Gallaudet University, christi.batamula@gallaudet.edu;
Christi Batamula has been working at Gallaudet University since 2005, first as an early childhood educator at Kendall Demonstration Elementary School and then as an assistant professor in the Department of Education. She has earned a Bachelor's degree from Geneva College and a Master's degree in Deaf Education from Gallaudet University. And a Ph.D. from George Mason University with a specialization in International Education and a secondary, interdisciplinary focus on Early Childhood Education and Teacher Education. Her dissertation focused on family engagement among immigrant families with young deaf children. Her area of research interest is working with culturally and linguistically diverse Deaf young children and their families. She has presented her research and knowledge at various national and international conferences. She also has published based on her research and work teaching deaf and hard-of-hearing children and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Bobbie Jo Kite
(), Gallaudet University- Dept of Education, bobbie.kite@gallaudet.edu;
Originally from Pennsylvania, Bobbie Jo received her B.A. in Early Childhood Education in 2004 and her M.A. in Deaf Education in 2005 from Gallaudet University. She has taught Pre-Kindergarten and Kindergarten at Kendall Demonstration Elementary School for 5 years and Kindergarten-First grade at New Mexico School for the Deaf for a year. She received her Ph.D. from George Mason University, specializing in Early Childhood Education and Multilingual/Multicultural Education, in 2017. Her dissertation examined Family Language Planning in American Sign Language and English Families. Currently, Bobbie Jo directs the Bachelor’s program in Undergraduate Education at Gallaudet University. In addition, Bobbie Jo provides consulting services to ASL & English bimodal bilingual programs nationwide.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Julie Mitchiner
(), Gallaudet University, julie.mitchiner@gallaudet.edu;
Julie Mitchiner, a professor in the Education Department at Gallaudet University, focuses primarily on Early Childhood Education. She directs the Master's program in Deaf Education. Mitchiner taught at Kendall Demonstration Elementary School at the Laurent Clerc National Deaf Education Center in the bilingual ASL/English Early Childhood Program for six years. She received her BA in Early Childhood Education and MA in Deaf Education with a specialization in Family Centered Early Education at Gallaudet University. She received her Ph.D. in Education at George Mason University with a specialization in Early Childhood Education and a secondary concentration in multicultural/multilingual education. Her research interests include bilingual education in ASL and English and using the Reggio Emilia approach in teaching deaf and hard of hearing children. Mitchiner has presented at many national and international conferences and made several publications related to deaf families with children who have cochlear implants and on family language planning and policy with deaf and hard-of-hearing children.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Onudeah Nicolarakis
(), Gallaudet University , Onudeah.Nicolarakis@gallaudet.edu;
Onudeah “Oni” Nicolarakis has been an educator for 14 years, serving Deaf, Hard of Hearing, and Hearing students, from early childhood to higher education, using American Sign Language (ASL) and English bilingual methodologies. She received her BA in Early Childhood Education and her MA in Deaf Education from Gallaudet University in 2004 and 2006 respectively. Recently, Oni received her doctorate degree from Columbia University—focusing on Deaf and Hearing adults’ writing skills and strategies. She has worked at California School for the Deaf- Fremont, Texas School for the Deaf, Lexington School for the Deaf, P.S. 347: “47” The American Sign Language and English Lower School, New York School for the Deaf (Fanwood), LaGuardia Community College, and Teachers College, Columbia University. Her research interests are: functional writing development; critical theory; transformative learning/pedagogy; ASL/English Literacy; fingerspelling; mixed methodology; anti-bias education, and school reform.
ASHA DISCLOSURE:
Financial -
Nonfinancial -