EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
4/15/2013 | 2:00 PM - 3:00 PM | The Implications of Bimodal Bilingual Approaches for Young Children with Cochlear Implants | Cascade F | 3
The Implications of Bimodal Bilingual Approaches for Young Children with Cochlear Implants
This presentation will discuss issues raised in a new research brief titled: The Implications of Bimodal Bilingual Approaches for Children with Cochlear Implants (http://vl2.gallaudet.edu/assets/section7/document205.pdf). This brief, published during Summer, 2012 was developed collaboratively between VL2 (A Science of Learning Center on Visual Language and Visual Learning funded by the National Science Foundation and hosted by Gallaudet University), and the Laurent Clerc National Deaf Education Center. It is part of a series of VL2 briefs developed as a resource for educators and parents to summarize relevant scholarship and present recommendations that educators and parents can use when addressing the multifaceted challenges of educating children who are deaf and hard of hearing. This presentation will discuss the highlights of this brief as it applies to young children. Some of the issues addressed will include a) the advantages of a visual language such as American Sign Language to a child’s linguistic, communicative, cognitive, academic, literacy, and psychosocial development, b) evidence in neuroscience confirming the brain’s ability to learn both visual and spoken language without harm to the development of either language, c) how the development of early competence in a visual language can effectively facilitate a child’s spoken language development, and d) how a bimodal bilingual language and communication approach, which addresses acquisition and use of both a visual and a spoken language, has the potential to foster early language through a child’s vision while also stimulating audition through a cochlear implant. Discussed will be considerations for individualized education and communication planning for young children using this technology. Also addressed will be issues related to the social and linguistics benefits of interaction with the Deaf Community for children with cochlear implants.
- discuss research findings on the advantages of visual language to a deaf child’s linguistic, communicative, cognitive, academic, literacy and psychosocial development.
- discuss research findings documenting the advantages of early visual language foundations on spoken language outcomes post cochlear implantation.
- discuss the implications of bimodal bilingual approaches for children with cochlear implants.
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Presenters/Authors
Debra Nussbaum
(POC,Co-Presenter), Laurent Clerc National Deaf Education Center, Debra.Nussbaum@gallaudet.edu;
Debra Nussbaum, M.A. CCC-A, is manager of projects on language development and communication support at the Laurent Clerc National Deaf Education Center at Gallaudet University. She has worked at the Clerc Center since 1977. She has been involved in direct service provision, resource development, research, and professional training and technical assistance related to language and communication for children who are deaf and hard of hearing. She is the author of numerous publications on this topic and collaborated in development of the Early Intervention Network.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Julie Mitchiner
(Co-Presenter), Gallaudet University, julie.mitchiner@gallaudet.edu;
Julie Mitchiner, a professor in the Education Department at Gallaudet University, focuses primarily on Early Childhood Education. She directs the Master's program in Deaf Education. Mitchiner taught at Kendall Demonstration Elementary School at the Laurent Clerc National Deaf Education Center in the bilingual ASL/English Early Childhood Program for six years. She received her BA in Early Childhood Education and MA in Deaf Education with a specialization in Family Centered Early Education at Gallaudet University. She received her Ph.D. in Education at George Mason University with a specialization in Early Childhood Education and a secondary concentration in multicultural/multilingual education. Her research interests include bilingual education in ASL and English and using the Reggio Emilia approach in teaching deaf and hard of hearing children. Mitchiner has presented at many national and international conferences and made several publications related to deaf families with children who have cochlear implants and on family language planning and policy with deaf and hard-of-hearing children.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.