EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/05/2019 | 9:40 AM - 10:40 AM | Balancing Both Worlds: How to Integrate a Listening and Spoken Language Program into an ASL/English State School for the Deaf | International A
Balancing Both Worlds: How to Integrate a Listening and Spoken Language Program into an ASL/English State School for the Deaf
Five years ago St. Mary’s School for the Deaf (SMSD), a NYS 4201 School, embarked on broadening the provision of services for families of children who are Deaf and Hard of Hearing in the Buffalo region through the offering of a Listening and Spoken Language track. Traditionally an ASL/English program, SMSD is one of ten NYS supported schools providing services for children who are Deaf or Hard of Hearing birth through 21 under direct legislative appropriation so known because of the specific Education Law where the schools are listed. In 2013, SMSD leaders identified the need to expand communication options for families participating in early childhood services within an established, culturally sensitive educational environment. As the landscape of Deaf education continued to evolve due to overall improvements in prenatal and postnatal medical care, innovations in and widespread use of hearing technologies, as well as a strong push for inclusion educational models, the development of an evidence-based, family-centered listening and spoken language option became priority for maintaining relevant community services. The EARS program, Educational and Auditory Resources for Sound, opened in the fall of 2014 however, it is one thing to state the need for expanded communication options and it was quite another to execute that program’s opening with listening and spoken language integrity and broader school community buy in. Presenters will outline steps taken to bridge the gap between oral and manual communication approaches in one school environment, describe the process of establishing a listening and spoken language program, identify program components that support family engagement and exposure to typical hearing peers, as well as discuss inclusion of Deaf mentor opportunities and the development of cultural understanding, identity, and advocacy that supports whole child development with mutual respect for the continuum of what it means to be Deaf.
- Participants will identify steps for success in consideration of opening an oral approach within a traditionally manual educational environment.
- Participants will identify unique program components that support family engagement, exposure to same age hearing peers, as well as understanding of the Deaf perspective and such mentorship opportunities.
- Participants will engage in respectful discussion surrounding how we as professionals can support development of the whole child and advocacy in their family support system for future success in the mainstream setting.
Presentation:
18878_10341JessicaHolst.pdf
Handouts:
Handout is not Available
Transcripts:
18878_10341JessicaHolst.rtf
Presenters/Authors
Jessica Holst
(), Early Hearing Detection and Intervention Program, holst.jessicam@gmail.com;
Jessica Holst M.S., CCC-SLP, LSLS Cert. AVT is a Listening and Spoken Language, Certified Auditory Verbal Therapist in Buffalo, New York. Jessica earned her Masters degree from Nazareth College of Rochester with an additional joint certification in working with cochlear implant recipients from the National Technological Institute for the Deaf (NTID). Jessica currently works in a listening and spoken language program at St. Mary’s School for the Deaf. Professional areas of interest include family coaching, educational advocacy, as well as collaboration with local, state, and federal EHDI initiatives. Jessica also serves as an Education and Training Contractor with the New York State Early Hearing Detection and Intervention (NYEHDI) program.
ASHA DISCLOSURE:
Financial -
Nonfinancial -