2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
4/15/2014 | 2:15 PM - 2:45 PM | A Survey of Preschool and Kindergarten Teachers' Perspectives of Pragmatic Skills of Children who are DHH Aligned with Common Core Standards | Grand Ballroom 2 | 3
A Survey of Preschool and Kindergarten Teachers' Perspectives of Pragmatic Skills of Children who are DHH Aligned with Common Core Standards
Pragmatics, or the social use of language, is a skill learned early in life by most typically developing children. According to the American Speech-Language-Hearing Association (ASHA), pragmatics involves competence in language and communication skills, such as greeting, informing, requesting, changing language depending upon the relationship with the listener, and following conversational and storytelling rules such as taking turns. Furthermore, age-appropriate social/emotional development of preschool children is indicated as a priority in many state-level Early Childhood Common Core Standards in preparation for kindergarten readiness. Pragmatic skills among children entering into the mainstream kindergarten setting, according to the Common Core Standards, includes a development of self-awareness, positive self-esteem, and social skills that promote positive interactions with others. Children who are deaf or hard of hearing (DHH) and who use listening and spoken language frequently enter mainstream educational settings. Development of age-appropriate pragmatic skills consistent with expectations described in the Common Core Standards will promote successful educational experiences in general education classrooms. This presentation will provide national survey results of preschool and kindergarten teachers’ perspectives concerning the pragmatic skills of children who are DHH as compared with hearing peers and as aligned with expectations described in Common Core Standards for preschool and kindergarten children. In addition to teacher perceptions, the presentation will include survey respondents’ suggestions for successful classroom interventions and professional collaboration to improve child pragmatic skill development.
- Participants will identify age-appropriate expectations of preschool and kindergarten pragmatic skill development aligned with Common Core Standards.
- Participants will discuss results from a survey study describing teacher perceptions of pragmatic skills of children who are DHH compared with same-age hearing peers.
- Participants will discuss intervention strategies to improve pragmatic skill level in the preschool and kindergarten classroom.
Presentation:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Lauri Nelson
(Primary Presenter), Utah State University, lauri.nelson@usu.edu;
Lauri Nelson is a Professor in the Department of Communicative Disorders and Deaf Education at Utah State University. She is the Deaf Education Division Chair, the Director of the Listening and Spoken Language Deaf Education graduate training program and Sound Beginnings. She was one of the co-founders of the Hear to Learn website. She has a dual background as both a pediatric audiologist and LSL deaf educator.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Mi'kel Price
(Co-Presenter), Utah State University, mikel.price@usu.edu;
Mi'kel Price is a preschool teacher in Sound Beginnings and a Graduate Mentor in the DHH Endorsement program at Utah State University. She is a licensed early childhood special educator, with expertise in Listening and Spoken Language Deaf Education.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Marianne Huish
(Co-Presenter), Sound Beginnings at Utah State University, annie.huish@usu.edu;
Marianne Huish is a Teacher of the Deaf at Sound Beginnings, Utah State University. She earned a degree in Communication Disorders and Deaf Education and has primarily worked in listening and spoken language settings.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.