EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/04/2019 | 2:15 PM - 3:15 PM | Deaf Students with Disabilities: Why Deaf Education Matters | International A
Deaf Students with Disabilities: Why Deaf Education Matters
Families with DHH infants and toddlers frequently encounter uncertainties. The identification and specification of hearing levels and characteristics is often prolonged and complex. When there are disabilities present, those uncertainties are compounded. For many young children, the exact nature of a disability may be unknown.
Approximately 40% of DHH infants have disabilities (Guardino & Canon, 2015), although more precise information is lacking. This is particularly true for DHH infants and toddlers when Part C services tend to be non-categorical. When children become eligible for services under Part B, placement determinations are made often using the primary disability (Borders, et.al., 2015).
Where and how a DHH child is educated has profound importance on their development. For this very reason, IDEA contains special considerations for DHH children including, “…language and communication needs, opportunities for direct communication with peers and professional personnel, and the opportunity for direct instruction” (IDEA, 2004, 34 CFR 303.324 (2)). These considerations apply to ALL DHH students, however DHH students with disabilities often experience fewer services than DHH students without disabilities and an alarming lack of communication-related goals on their IEPs (Borders, et.al., 2015).
One attempt to address these disparities is to appreciate Deaf Community Cultural Wealth (DCCW) and its role in Deaf Education. DCCW refers to the rich knowledge, skills, and tools the Deaf community can pass down through generations (Fleischer, et. al., 2015). DCCW is comprised of six capitals (social, familial, aspirational, navigational, resistant, linguistic) that, when leveraged, can create a better home for DHH children with disabilities.
In this presentation, participants will identify and discuss the challenges in identifying young Deaf children with disabilities. Overlapping characteristics between Autism and language impairment will be illustrated. The relationship between disability and placement will be used to illustrate the value of DCCW.
- 1. Identify and discuss challenges in identification of disabilities in DHH infants/ toddlers.
- 2. Learn the 6 capitals of Deaf Community Cultural Wealth (DCCW)
- 3. Understand the value of DCCW and the application for DHH students with disabilities
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18878_10286JulieRems-Smario.docx
Presenters/Authors
Rachel Friedman Narr
(), California State University, Northridge , rachel.narr@csun.edu;
Rachel Friedman Narr, Ph.D. is an Professor at California State University, Northridge in the Department of Special Education, where she prepares teachers to work in the area of Deaf Education. She maintains her Certificate in Clinical Competence from ASHA as a Speech-Language Pathologist. Rachel is the Project Coordinator for Parent Links and the Deaf Education And Families Project at the Family Focus Resource Center at CSUN. Both projects provide outreach and parent-to-parent support for families with deaf/hard of hearing children, as well as outreach and education to professionals.
ASHA DISCLOSURE:
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julie rems-smario
(), California Department of Education, jsmario@csdf-cde.ca.gov;
Dr. Julie Rems-Smario, Ed.D works as an Early Language and Education Consultant in California at CORE, California School for the Deaf, a program of State Special Schools and Services at the Department of Education. Julie's work includes working as a co-director of California's Early Hearing Detection and Intervention, training Early Start professionals on how to develop language milestones goals for IFSP/IEP, supervising SB 210 data, developing resources for families of Deaf children, and providing technical assistance to Early Childhood Education professionals. During her free time, she volunteers as one of the Public Relations Director of a national campaign, Language Equality, and Acquisition for Deaf Kids (LEAD-K).
ASHA DISCLOSURE:
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Nonfinancial -