2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
4/16/2013 | 11:00 AM - 12:00 PM | Working with the Deaf Community: What Does That Entitle? | Aurora C/D | 1
Working with the Deaf Community: What Does That Entitle?
There is extensive research on how contact with the deaf community helps families take a step towards understanding their deaf child as a person. (Hintermair, 2006). Deaf and hard of hearing adults provide both expanded resources and support due to having experienced being in the child’s shoes. Just as each child is diverse in their hearing abilities, communication styles, personalities, and skills, so are the members of the deaf community. Not only that, but it is often a profound experience when a deaf or hard of hearing child meets a deaf or hard of hearing adult, because that provides a proof of survival, namely, he or she now knows the evidence of successful adulthood. (Meadow-Orlans, Mertens, & Sass-Lehrer, 2003).
However, the majority of EHDI Professionals are hearing and often do not have ready access or connection to the deaf community. This presentation will discuss specific strategies and ideas on how to develop a meaningful connection with and/or a program incorporating deaf and hard of hearing adults, including working with state associations, deaf parents, and schools for the deaf for the purposes of positive collaboration and service enhancement, such as establishing a deaf mentor program.
- Identify strategies in building a collaborative relationship with the deaf community
- Develop ways to incorporate deaf and hard of hearing adults in your state's programs
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Mary Ann Richmond
(Co-Presenter,Author), Maryland Assn. of the Deaf, maryann.richmond@msd.edu;
Mary Ann Richmond works as a Family Education and Early Childhood teacher. She serves on the Maryland UNHS advisory council representing the Maryland Association of the Deaf. She is a proud mother of a deaf daughter who is currently attending RIT.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Tawny Holmes Hlibok, Esq.
(POC,Co-Presenter,Author), Gallaudet University, tawny.holmes.hlibok@gallaudet.edu;
Tawny Holmes Hlibok serves as Language Policy Counsel at Gallaudet University along with being an Associate Professor in the Department of Deaf Studies. She graduated from University of Baltimore School of Law. In addition to her law degree with a family mediation & law certification, she has a Master of Arts in Family Centered Early Education. Ms. Holmes Hlibok has worked four years in teaching deaf and hard of hearing students, mainly in the early childhood education field. As part of her position, she focuses on improving/establishing federal and state policy related to early intervention and education of deaf and hard of hearing children. Ms. Holmes Hlibok strongly believes in the power of collaboration and has contributed a significant amount of her work towards this endeavor, in varying ways, from promoting parent resources to inclusion of deaf and hard of hearing adult professionals.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Gallaudet University.
• Receives Salary for Employment from National Association of the Deaf.
Nonfinancial -
No relevant nonfinancial relationship exist.