EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/05/2012 | 3:20 PM - 3:50 PM | Language Choices: Exploring Diverse Pedagogies of Language in Education | Frisco | 3
Language Choices: Exploring Diverse Pedagogies of Language in Education
As soon as the deaf child is born, language choices for early intervention immediately become very important yet complex. This presentation outlines different language intervention choices and reveal the different ways that schools play powerful and exacting roles in the creation and maintenance of language for deaf children. Some of the data will be drawn from the presenter's research on various schools; both aural/oral-based and sign-based schools. Schools provide deaf children with a unique opportunity to obtain a valuable education; however, the challenges in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in deaf schools are contested by divergent ideologies of spoken English and sign language – something that has continued for more than 250 years. For effective intervention and placement of langauge for the deaf child, there is a need for parents and stakeholders to be educated on larger issues of deafness within different types of deaf education to uncover emergent ideologies, identity formations, language, culture, and everyday social constructions. Identifying positive choices for the deaf child involve larger critical justice issues related to deafness through critical, yet collaborative inquiry that have important implications influencing the types of knowledge and identities produced for the deaf child.
The presenter also will share his personal experiences as a deaf child growing up oral at Central Institute for the Deaf (10 years) and then later learning sign language. Both langauges have served to benefit the presentor in multiple ways. The presenter will share his insight on why being aware of language choices during early intervention is critical for the development of deaf children.
- -Educating parents on identifying the ways that language plays a role in deaf education during intervention -Locating strategic ways to ensure that language-placement is effective for the deaf child through intervention -Recognizing various ways that social constructions of language plays a role in the knowledge construction of the deaf child
Presentation:
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Presenters/Authors
Thomas Horejes
(POC,Primary Presenter), Gallaudet University, thomas.horejes@gallaudet.edu;
Dr. Thomas Horejes received his PhD in Justice Studies at Arizona State University and is currently Gallaudet University’s Associate Provost of Student Success & Academic Quality. Prior to his position at Gallaudet, he was former Executive Director of DEAF, Inc.— based in St. Louis—that provides advocacy and interpreting services to the deaf/hard of hearing community. During his role, he collaborated with Moog Center for the Deaf on a successful program to empower parents to understand language choices for their child. He has numerous publications, including a book entitled, Social Constructions of Deafness: Examining Deaf Languacultures in Education. He is also former professor of sociology at Gallaudet University.
ASHA DISCLOSURE:
Financial -
Nonfinancial -