EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/15/2022 | 3:15 PM - 3:40 PM | Using Assessments and Documentation to Guide Natural Language Opportunities for Bilingual Children Birth To Three who are Deaf and Hard of Hearing and their Families | Room 8
Using Assessments and Documentation to Guide Natural Language Opportunities for Bilingual Children Birth To Three who are Deaf and Hard of Hearing and their Families
Research shows that children learn most effectively when provided with natural learning opportunities built into their daily routines. Early Intervention services are most successful when parents and family members implement strategies that foster language acquisition naturally throughout their child's day. This presentation will describe how two educators from different bilingual (American Sign Language and English) academic settings use assessment tools and documentation strategies in their programs to create and implement high quality services for families of children birth to three who are deaf or hard of hearing. Within each setting, various strategies have been incorporated to support authentic language learning opportunities for families and their deaf and hard of hearing children both in program and while at home.
- Participants will be able to describe what natural language learning opportunities are and why they are important for deaf or hard of hearing children
- Participants will be able to identify and implement two strategies to use during home visits that support natural language learning opportunities for the family.
- Participants will be able to name one tool and one form of documentation they can implement in their own programs when they return to their states
Presentation:
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Handouts:
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Transcripts:
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Presenters/Authors
Karen Windhorn
(Virtual), Rochester School for the Deaf, kwindhorn@rsdeaf.org;
Karen Windhorn earned her M.S. in Deaf Education from McDaniel College. She also completed a post graduate certificate from Gallaudet University titled American Sign Language and English Bilingual Early Childhood Deaf Education: Birth to age 5. She taught at children ages three to five years at The Learning Center for the Deaf in their Early Childhood Center for seven years. She was a F.I.R.S.T. Teacher at Rochester School for the Deaf for three years where she provided services to school’s youngest population and their families through center and home based programming and family outreach. She is currently the Director of Early Childhood Programs at the Rochester School for the Deaf. Her areas of interest include how deaf and
hard of hearing children learn in a Reggio Emilia Inspired Environment through hands on children led learning, language planning, and authentic assessment.
ASHA DISCLOSURE:
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Sarah Honigfeld
(Virtual), Sarah Honigfeld, LLC, honigfeld.s@gmail.com;
Sarah is a Deaf adult who works as an Early Intervention Consultant. She works closely with various schools, programs and agencies to provide bilingual, family-centered programming for deaf or hard of hearing infants and toddlers and their families. She works for the National Association for the Deaf (NAD) as their Education Policy Specialist. Her academic background includes a MA in School Counseling from Gallaudet University and a Certificate in Infants, Toddlers and Families: Leadership, also from Gallaudet University. Currently Sarah is pursuing a doctoral degree in Educational Equity for Early Childhood from the University of Colorado Denver. Sarah’s special interests include family language planning, ASL/English bilingual programming, and family centered services in Early Intervention.
ASHA DISCLOSURE:
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Nonfinancial -