2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/06/2012 | 9:40 AM - 10:40 AM | Los Padres: Spoken English for their Young Deaf Children | Frisco | 9
Los Padres: Spoken English for their Young Deaf Children
When a child is born with a hearing loss, the challenges multiply for Spanish-speaking parents in an English-speaking educational system. In California, over 250 babies with hearing losses are born to Spanish-speaking parents every year. In order to improve services, effective educators need to consider the challenges, the culture, the values, and the perceptions of the growing population of Spanish-speaking parents of children who have hearing losses. Professionals who work with families of young children are most effective when they understand the views of families and can function at a high level of cultural competence with families and communities.
In keeping with the 2012 EHDI convention purpose-to identify areas of concern, promote collaborations, and share best practices-this concurrent session will present the results of a 2011 research study that discovered the perceptions of Spanish-speaking parents of young deaf children. A review of the current literature across several topics revealed no research that investigated the perceptions of Spanish-speaking parents regarding their role in developing spoken English language skills with their young deaf children. Twenty parents who spoke only Spanish and have children who were identified with a hearing loss at birth and attend an auditory-oral preschool were interviewed and their responses analyzed for themes. Conclusions and recommendations are presented that inform service providers, professionals and professionals in training, and improve evidence-based decision making and the quality of the services offered to families. The parents’ responses to the 10 interview questions yielded the following information: Parents want information regarding technology, educational techniques used to develop spoken language, and strategies that support auditory learning; parents seek emotional support as they deal with the impact of hearing loss on their children and their family dynamics; parents who speak only Spanish need information and support for their home language as well as spoken English.
- identify at least three areas of need and examples of each area as described by the participants in the research study presented and identify the implications the results of this study have for educators.
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Jane Freutel
(Primary Presenter,Author), Mount Saint Mary's Univeristy/John Tracy Clinic, jfreutel@jtc.org;
Jane Freutel, EdD, CED, LSLS Cert AVT, Assistant Director, Teacher Education, Mount Saint Mary's University/John Tracy Clinic, has taught children with hearing loss for 40 years. She spent 30 years as a tutor, classroom teacher, itinerant teacher, supervisor, therapist in and coordinator of an after-school clinic, and as a member of an administrative team at Oralingua School for the Hearing Impaired in Whittier, CA. She holds a teaching credential in Special Education with lifetime certification and a Clear Administrative Services Credential from the state of California. She has 3 national certifications (Listening and Spoken Language Specialist: Certified Auditory-Verbal Therapist; Council on Education of the Deaf: Parent-Infant and Elementary Education; NECCI Trainer). Presentations and publication topics include auditory skill development, cochlear implants in children, perceptions of parents, social studies/cognitive skill development, and social skill development for children who are deaf and hard of hearing.
ASHA DISCLOSURE:
Financial -
Nonfinancial -