2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
A Continuum of Support Services for Children with Hearing Loss in a Co-Enrollment Setting
For children nearing mainstream educational placements, strong foundational skills in phonological awareness, reading, and other early academic areas are just as important as average receptive and expressive language skills. These skills learned in Pre-Kindergarten set students up for academic success in Kindergarten and beyond.
Children with hearing loss benefit from a variety of different levels of support in an academic setting. Some of those support strategies include pre-teaching of academic vocabulary, small groups to differentiate instruction, and dedicated instruction in phonemic awareness skills. Each student’s language and vocabulary present levels create individual educational needs ranging from minimal to maximum support from a teacher of the deaf. The ability to offer that range of support services is extremely beneficial for individualized instruction.
This poster will detail programming and curriculum improvements made after review of the Pre-Kindergarten program at the Melinda Webb School at Texas Hearing Institute. These improvements were put into place using data collected on Kindergarten and mainstream readiness and best practices in the field of deaf education. Initial findings from these program improvements will be presented based off of data collected in a Pre-Kindergarten classroom consisting of four-year-old students with and without hearing loss.
- To gain an understanding of the importance of pre-teaching academic vocabulary
- To gain an understanding of the importance of offering academic support in a small group setting
- To evaluate the effectiveness of programming for children nearing mainstream
Poster:
This presentation has not yet been uploaded.
Presenter: Sarabeth Fly
Sarabeth Fly is the Director of Education at Texas Hearing Institute. She has a Bachelor’s degree in Communication Sciences and Disorders from Delta State University and a Master's degree in Early Oral Intervention from the University of Southern Mississippi. Sarabeth is a Listening and Spoken Language Specialist, Certified Auditory-Verbal Educator.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Francesca Soda is the Resource Teacher at Texas Hearing Institute. She has a Bachelor's degree in Communication Disorders and a Master's degree in Deaf Education and Hearing Science from University of Texas Health Science Center in San Antonio. Francesca is an SLP-A and is pursuing her Listening and Spoken Language Specialist, Auditory-Verbal Educator certification.
ASHA DISCLOSURE:
Financial -
Nonfinancial -